Exploring the impact of psychological flexibility and assertiveness on the well-being of female school teachers in Madanapalle, India

Abstract

Background: Female school teachers are often subjected to significant stress due to the demanding nature of their profession. This stress can deeply affect their psychological well-being (PWB). While psychological flexibility (PF) and assertiveness (AST) are generally regarded as protective factors for mental health, the specific ways in which these traits interact to influence PWB in teachers, particularly in less-studied regions like Madanapalle, Andhra Pradesh, India, remain unclear. Understanding these relationships is crucial, as teachers' well-being directly impacts their ability to effectively provide quality education and manage classroom challenges.
Aims: This study seeks to investigate the relationships between PWB, PF, and AST among female teachers, aiming to clarify how these psychological traits affect well-being in the high pressure teaching environment.
Methods and Material: The study employed a cross-sectional survey method, utilizing the Ryff Psychological Well-Being Scale to assess PWB, the Acceptance and Action Questionnaire (AAQ-2) to measure psychological flexibility, and the Rathus assertiveness scale to gather data from female teachers. Regression analysis was performed to explore the influence of PF and AST on PWB.
Results: The analysis revealed that greater psychological flexibility (indicated by lower AAQ-2 scores) was significantly associated with higher PWB. This finding highlights the critical role of PF in enhancing well-being among teachers. Additionally, higher levels of assertiveness were positively correlated with better PWB, although this relationship was less strong compared to the influence of PF.
Conclusions: The study underscores the importance of PF as a key factor in supporting the mental health of female teachers. Those who exhibit higher PF tend to experience greater well-being, suggesting that interventions focused on improving PF and AST, such as through Acceptance and Commitment Therapy (ACT) combined with assertiveness training, could be highly effective in promoting resilience and reducing stress in educational settings. These insights are essential for developing targeted support strategies to enhance the well-being of educators, ultimately benefiting the broader educational environment.