Development and Validation of an ACT-Based Work–Family Balance Package for Work–Family Conflicts Among Female Teachers
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Objective: This study aimed to develop and validate an Acceptance and Commitment Therapy (ACT)-based work–family balance training package and to examine its effectiveness in reducing work–family conflict among female teachers.
Methods and Materials: A quasi-experimental pretest–posttest design with a three-month follow-up and control group was used. The population comprised all female teachers in District 5 of Isfahan in the 2023–2024 academic year. Using purposive sampling, 30 eligible teachers (35–45 years old, ≥5 years of experience) were selected and randomly assigned to ACT intervention (n=15) and control (n=15) groups. The intervention group received ten 90-minute ACT-based work–family balance sessions, while the control group received no training during the study. Work–family conflict was measured at pretest, posttest, and follow-up using Carlson’s Work–Family Conflict Questionnaire (2000). Data were analyzed with repeated-measures ANOVA.
Findings: At baseline, groups did not differ significantly in total work–family conflict or its six dimensions. Compared with the control group, the intervention group showed a significant reduction in family-related strain, family-related burnout, family-related time conflict, work-related strain, work-related burnout, and work-related time conflict at posttest, with effects maintained at follow-up (Time×Group p<0.01; η² up to 0.66).
Conclusion: The ACT-based work–family balance package produced sustained improvements in multiple facets of work–family conflict among female teachers. This structured, empirically validated program can be applied in educational and counseling settings to support teachers’ psychological well-being and role balance.
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