A BSTRACT Background: Female schoolteachers are essential in shaping students’ educational experiences, yet they face unique challenges that can harm their psychological well-being (PWB). Their demanding work, combined with the constant need to adapt to changes in education, emphasizes the importance of psychological flexibility (PF) in maintaining their well-being. Despite these challenges, comprehensive research exploring the link between PWB and PF among female educators is lacking. This study seeks to fill this gap by examining how PF contributes to PWB, providing valuable insights for targeted interventions to support female teachers. Methodology: A cross-sectional survey was conducted among 251 female schoolteachers to assess their PWB and PF. The study utilized the Ryff PWB Scale and the Acceptance and Action Questionnaire-II as instruments for data collection. Descriptive statistics summarized the data, whereas Chi-square tests and regression analyses examined the relationships between variables. Results: The study found a significant positive relationship between PF and PWB ( R ² =0.615, P < 0.000), suggesting that higher PF is associated with better well-being. Notably, all teachers with low PWB also scored low in PF. Conclusions: The findings emphasize the importance of supporting female teachers in maintaining their mental well-being and adaptability. The strong association between PWB and PF, particularly among those facing additional challenges, highlights the need for targeted interventions to enhance teachers’ resilience and overall effectiveness.
Anusuya et al. (Tue,) studied this question.