Background: Environmental Mastery is one of the core dimensions of Psychological Well-being, playing a crucial role in helping school teachers manage stress and adapt to challenges in the educational environment. Teachers with higher Environmental Mastery can navigate professional demands more effectively, leading to improved well-being and teaching efficacy.
Objective: This study examines the effectiveness of Assertiveness Training (AT) and Acceptance and Commitment Therapy (ACT) in enhancing Environmental Mastery among school teachers.
Setting and Design: The study was conducted in schools using a before-after-waitlist control design.
Materials and Methods: A total of 90 female teachers were screened using the Environmental Mastery dimension of the Ryff Psychological Well-being Scale. Participants were randomly assigned to ACT (n = 30), AT (n = 30), or a waitlist control group (n = 30), with the control group receiving the intervention after the follow-up phase.
Statistical Analysis: Descriptive statistics, multivariate tests (MANOVA), within-subjects and between-subjects analyses, and post hoc comparisons were conducted to evaluate the effectiveness of the intervention.
Results: The ACT group demonstrated the most remarkable improvement in environmental mastery. The analysis revealed significant differences among groups, with the ACT group (M = 25.57) showing substantially higher environmental mastery scores compared to the AT group (M = 19.77) and the control group (M = 18.98). The waitlist control and AT groups formed a homogeneous subset, indicating no significant difference between them, whereas the ACT group was distinct, suggesting a strong impact of the intervention.
Conclusion: Incorporating Acceptance and Commitment Therapy into educational settings can enhance teachers' environmental mastery, improve adaptability, and strengthen resilience, ultimately contributing to better stress management and overall well-being.
Keywords: Environmental Mastery, Empowerment, MANOVA, Teachers, Post Hoc Analysis
