H Elahifar - Ph.D. Stuinent, Department of Counseling, Faculty of Humanities and Social Sciences, Science and Research Branch, Islamic Azad University, Tehran, Iran
M Ghamari - Associate Professor, Department of Counseling, Faculty of Humanities, Abhar Branch, Islamic Azad University, Abhar, Iran
K Zahrakar - Associate Professor, Department of Counseling, Faculty of Education and Psychology, Kharazmi University, Tehran, Iran

Aim: The present research aimed to compare the effectiveness of therapy based on improving quality of life (QoL) and acceptance and commitment therapy (ACT) on increasing the happiness of female teachers. Method: Research method was quasi-experimental using pretest, post-test and a three month follow up with control group. The statistical population included all 800 married female teachers who were working in the City of Abhar Education Authority in the academic year 2017-18. 260 participants were selected by systematic random sampling and responded to the Oxford Happiness Questionnaire )Argyle, Martin, and Krassland, 1989( and then from the 124 who scored below 43, 45 subjects were selected randomly and divided into three groups, consisting of 15 participants each. One group received ACTHayes & Strosahl (2010(; another group received QoL based therapy Frish (2016) and a third received no therapy at all (the control group). Participants took part in eight sessions of 90 minutes duration each held once a week. Data was analyzed using mixed analysis of variance with repeated measures. Results: Results showed that both therapy programs significantly increased teachers’ total scores of happiness as well as life satisfaction (F= 94.08), positive mood (F= 19.19), health efficacy (F= 56.68) and self-esteem (F= 48.55) at the 0.01 level. Follow-up analyses showed that these results remained stable after three months. No significant difference was found between the two experimental groups. Conclusion: Since quality of life therapy emphasizes the promotion of happiness and life satisfaction, and ACT leads to psychologicalflexibility and commitment, these two methods can be applied as effective intervention methods to increase happiness of teachers.

acceptance, commitment, efficacy, happiness, life quality