Comparing the Effectiveness of Positive Psychology Therapy, Acceptance and Commitment Therapy (ACT), and Their Combination with Mystical Teachings on Flourishing in Teachers

Abstract

This study aimed to compare the effectiveness of Positive Psychology Therapy, Acceptance and Commitment Therapy (ACT), and their combination with the mystical teachings of Rumi on the flourishing of female high school teachers in Tehran.  This research was conducted using a causal-comparative design. The statistical population consisted of all female high school teachers in public schools in Tehran during the 2022-2023 academic year. A multi-stage random sampling method was used, and 68 teachers voluntarily participated in the study. They were randomly assigned to three experimental groups and one control group. The experimental groups received Positive Psychology Therapy, ACT, or a combination of both therapies enriched with the mystical teachings of Rumi. Each group participated in 8 sessions of intervention, while the control group received no intervention. Data were collected using the Flourishing Questionnaire (FQ) and analyzed through repeated measures ANOVA. The results indicated that all three interventions had a positive effect on increasing the teachers' flourishing. However, the combination of ACT and Positive Psychology Therapy with the mystical teachings of Rumi had a greater impact on flourishing compared to the other groups. This combined approach was particularly effective in enhancing positive emotions, commitment to values, and meaning in life. The findings of this study suggest that integrating psychological and spiritual teachings can serve as an effective strategy for enhancing psychological flourishing and improving the quality of life for teachers. This combined therapeutic approach is proposed as a novel model that can be implemented in educational and therapeutic settings.