Relationship between socio-demographic characteristics and perceived dispositional mindfulness among Portuguese teachers

Abstract

This study investigates potential relations between perceived mindfulness levels of awareness and acceptance of Portuguese teachers and a set of their socio-demographic characteristics. A total of 631 participants were surveyed. The participation was voluntary and anonymous, through an online survey, which took place between 12/04/2022 and 06/05/2022. The survey followed all ethical and deontological procedures. Dispositional mindfulness was measured through the Philadelphia Mindfulness Scale (PHLMS), adapted to the Portuguese population. Socio-demographic variables include: age group; gender; type of professional bond; service time; lecturing status; district of residence; living status (living alone or with partner/children/family/friends); academic qualifications; attendance to courses in personal wellbeing, mindfulness, or emotional regulation; interest in mindfulness; and satisfaction with teaching. Results suggest that while the PHLMS awareness subscale shows a mean positive evaluation (27.09 from 0 to 40), PHLMS acceptance subscale shows a mean negative evaluation (18.21 from 0 to 40). PHMS awareness subscale is significantly correlated with age group, professional bond, service time, lecturing in the district of residence, having previously attended courses in personal wellbeing/mindfulness/emotional regulation, and satisfaction with teaching. PHLMS acceptance subscale is significantly correlated with gender and satisfaction with teaching. Satisfaction with teaching is the only socio-demographic variable significantly correlated with both subscales. PHLMS awareness and acceptance subscales show a significant negative correlation between them. This study is part of a larger study including the dimensions of well-being, emotional regulation, and psychological distress