The application of acceptance and commitment training to enhance the well-being and flexibility of English teachers

Abstract

This study aimed to evaluate the effectiveness of Acceptance and Commitment Training (ACT) in improving the well-being and psychological flexibility of English as a Foreign Language (EFL) teachers. Twenty-two participants took part in three ACT sessions led by an expert psychologist. All volunteers completed questionnaires assessing their psychological flexibility and well-being at three different points: before the training, immediately afterward, and again two months later. This approach was used to examine both the immediate and long-term effects of ACT. Additionally, semi-structured interviews were conducted to gather participants’ perspectives. The study’s results showed that scores obtained at the delayed measurement were significantly higher than the pre-test scores, indicating consistent improvement over time. The interview results revealed that the teacher participants viewed the program and its implementation approach positively, emphasizing its practicality and feasibility.