The Effectiveness of Teaching the Approach Based on Acceptance and Commitment on the Perception of Social Support and Emotional Intelligence of Fifth Grade Elementary School Teachers

The purpose of this research is to investigate the effectiveness of teaching the approach based on acceptance and commitment on the perception of social support and emotional intelligence of the fifth grade teachers of elementary schools in Tehran. The research method is semi-experimental with a pre-test-post-test design with a control group. The statistical population of the research was formed by all female teachers of the fifth grade of primary schools in district 4 of Tehran, from among them, 30 people were selected by available sampling method and randomly divided into an experimental group (15 people) and a control group (15 people) were assigned. The experimental group of treatment based on acceptance and commitment were trained for 8 sessions of 90 minutes, and the control group remained on the waiting list. The tools used in the current research included the Perceived Social Support Questionnaire (Zimet et al., 1988) and the Emotional Intelligence Questionnaire (Shut, 1998). The analysis of the information obtained from the implementation of the questionnaire was done in two descriptive and inferential parts (analysis of covariance). The results showed that the treatment based on acceptance and commitment is effective on teachers' "perception of social support". Also, the results showed that the treatment based on acceptance and commitment is effective on the "emotional intelligence" of teachers. Therefore, the intervention method based on acceptance and commitment can improve the perception of social support and emotional intelligence of teachers.