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ournal of Scienti ic Investigations | Vol. 2 No. 1 | September 2019

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Demographic Profile and Dispositional Mindfulness among
Cebu Doctors’ University Undergraduate Teachers:
A Cross-Sectional Study

Martin Felip L. Coliflores

John Jakob Lambatan
Patrique Tracy Muñoz
Justine Camille C. Narvios
Noel Jehoshaphat Tuñacao     

Author Note

AB Psychology 4, Psychology Department, College of Arts and Sciences,

Cebu Doctors' University
group7abpsychology@gmail.com 

Abstract

This study aimed to describe the dispositional mindfulness across the demographic

characteristics of the undergraduate teachers of Cebu Doctors’ University for the academic year

2022-2023. A stratified random sampling technique was utilized to acquire one hundred

forty-four (144) total respondents from a population of two hundred twenty-eight (228) from all

undergraduate colleges namely: College of Arts and Sciences, Pharmacy, Nursing, Dentistry,

Allied Medical Sciences, Optometry, and Rehabilitative Sciences, all of which were conducted at

Cebu Doctors’ University. The collection of data was conducted through various methods such

as the handing out of physical copies of the test questionnaire, and the sending of an online

questionnaire via email, Facebook messenger, and QR code scanning. The study utilized The

Mindfulness Attention Awareness Scale written by Brown and Ryan, 2003 to determine the

levels of dispositional mindfulness of the undergraduate teachers.

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In terms of the demographic characteristics according to sex, females comprised 73.6%. In terms

of the distribution of different age groups, for the 18-39 years old category, 52 (50%)

respondents have high levels as the majority of the respondents for that age category. Similarly,

for the majority of respondents under the age category of 40-59 years old, there are 19 (47.5%)

respondents who have high levels of dispositional mindfulness. In terms of distribution of

respondents’ level of dispositional mindfulness across marital status, the research’s findings

present how for the married category, the majority or 28 (65.1%) respondents have high

dispositional mindfulness. For the single category, the majority or 49 (50.5) respondents have

moderate levels of mindfulness. Among 144 total respondents, the majority of the respondents,

71 (49.3%), had high levels of dispositional mindfulness. The minority of the respondents were

divided into moderate levels of dispositional mindfulness, 63 (43.8), and low levels of

dispositional mindfulness, 10 (6.9%).

The study concluded that the majority of the respondents have high levels of dispositional

mindfulness. On average, the undergraduate teachers have moderate levels of dispositional

mindfulness. For recommendations, the researchers recommend that the respondents reflect on

their level of dispositional mindfulness by means of self-regulating activities. In addition, the

College Programs of Cebu Doctors’ University may consider their teachers’ knowledge of and

attitude towards improving their dispositional mindfulness levels.

Keywords: Dispositional Mindfulness, Undergraduate Teacher

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An aspect of consciousness known as dispositional mindfulness has long been thought to

facilitate wellbeing. The most common definition of it is the quality of paying attention to and
being aware of what is going on right now (Brown & Ryan, 2003). Dispositional mindfulness
helps individuals have a broader sense of awareness towards one’s present thoughts and actions,
and provides us with an avenue for interventions based on self-observation. Mindfulness has
been found to improve performance in cognition and flexible thinking. In research from (Brown
& Ryan, 2016), mindfulness was found to predict better motivation and episodic memory, and its
implications for educational and occupational success were discussed. Aside from its relation to
cognitive functions and motivation, it may be used to guide individuals to a better state of mind
through the feeling of psychological fulfillment. Through self-regulated activities and the
satisfaction of the fundamental psychological needs of self-endorsed or freely chosen activity or
autonomy, competence, and relatedness, mindfulness may promote well-being (Hodgins & Knee,
2002). It is found that employees with greater psychological well-being are more committed to
their jobs and organizations and are frequently superior performers (Jain & Sullivan, 2019).
Employees with good physical, mental, and emotional health are more likely than those without
it to perform at their best at work. Employees who are healthier and much happier have a higher
quality of life, a lower risk of illness and injury, are more productive at work, and are more likely
to give back to their communities than those who are less well-off (Adams, 2019). Teachers,
being employees themselves, have a significant impact on students' lives, but that impact might
be diminished because teaching is one of the most stressful occupations.(De Nobile, 2017;
Gonzalez et al., 2008). According to research, teacher wellbeing has a positive impact on student
wellbeing and academic achievement. It also contributes to job satisfaction and productivity
(Spilt et al., 2011).

There are very few published studies on the factors that influence employee performance
that are related to well-being, particularly when it comes to psychological well-being. Therefore,
it is important to deepen our understanding of the processes and effects of psychological
well-being in the workplace. (Split et al., 2011). The role of the current study is to determine and
describe the dispositional mindfulness of the academic teachers within the institution of Cebu
Doctors’ University while looking across the different demographic characteristics of: age, sex,
and marital status. The knowledge generated in the study may provide the administration and
human resource department of Cebu Doctors’ University objective evidence to formulate
solutions and programs that are intended to promote dispositional mindfulness. This is in line
with CDU’s Psychology Department’s research agenda of studying and promoting Psychological
Wellness.

Methodology
This study utilized a descriptive cross-sectional survey. A descriptive research design can
examine one or more variables using a wide range of research techniques. (McCombs, 2019).

Participants
The criteria required in selecting the respondents were teaching staff, full time and
part-time of the Colleges of Cebu Doctors’ University. Specifically, they were undergraduate
educators who carry any units assigned to undergraduate programs and classes. This included

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professors who taught Graduate School Courses as well as those who taught under the Senior
High department so long as those teachers taught undergraduate courses as well. The
undergraduate level teachers as respondents had been chosen accordingly since the total number
of teaching staff comprised a population of 228 (refer to table 1.0). It is worth mentioning that
the research had no vulnerable respondents included such as teachers aged 60 years old and
above. Should the respondents opted to decline their involvement, no repercussions whatsoever
arose; participation is purely volitional. The participants came from each College program and
with each College program, their respective undergraduate departments.

The minimum sample size was calculated using the Sample Size Formula for Population
Proportion. The minimum sample size for this study is therefore 144 Cebu Doctors' University
undergraduate teachers. To further conduct the method, the researchers utilized a technique
known as proportional stratified sampling, which divides a population into strata. The number of
elements drawn from each stratum is proportional to the relative number of elements in each
stratum. As such, the researchers implemented this technique due to the unequal strata such that
allotting a number of the following participants to be selected according to their assigned
department in which are equally and randomly chosen. The researchers chose this since it best
help answer the research question and help substantiate the results or reports.

Materials
The Mindful Attention Awareness Scale (MAAS), a 15-item self-report instrument that is
measured by a single factor. It has been operationalized as a dispositional construct. MAAS has
the most extensive empirical history as a reliable indicator of dispositional mindfulness. The
MAAS is where most of what is known about dispositional mindfulness comes from.(Black et
al., 2011). In addition, in a study titled “Validation of the Mindful Attention Awareness Scale in a
Cancer Population”, they found that the MAAS’s criterion validity measures what it intended to
measure, which is dispositional mindfulness (Brown & Carlson, 2005). The scale has been
validated in populations such as college students, working adults, and cancer patients. The scale
and validation of information is reflected with Brown and Ryan (2003). The developers began
with a pool of 184 items. Item reduction was done in a continuous fashion across five stages. In
all stages, several exclusion criteria were used. Because their intent was to capture the central,
subjective experience of mindfulness as present attention and awareness, items containing
attitudinal components (e.g.,forbearance, reliance, acceptance) were not included. Items
reflecting potential consequences of mindfulness (e.g., calmness, emotional or physical
well-being) were also excluded. Finally, because the developers sought to develop a scale for a
general adult population, they excluded statements that implied or assumed refined levels of
consciousness (e.g., highly sensitive awareness) or required a specialized vocabulary (Brown,
2003)

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Results and Discussion

Based on the data presented, interpreted, and analyzed in chapter two, the following findings
were found: Across the demographic profile sex, the majority of the respondents 92 (63.9%)
came from the female category while only 52 (36.1%) of the respondents belonged to the male
category 52 (36.1%). For the demographic profile of age, the majority of the respondents 104,
(72.2%) came from the 18-39 year old age category while only 40 (27.8%) of the respondents
belonged to the higher age category (40-59 years old). Finally, the demographic profile of marital
status, the majority of the respondents 97 (67.4%) came from the single category, 43 (29.8%)
from Married, 1 (0.70%) from both Widowed and Divorced, and 2 (1.40%) from Separated.

There are 71 (49.3%) respondents who had a high level of dispositional mindfulness. Of these
respondents, 63 (43.8%) showed a moderate level of dispositional mindfulness. Lastly, 10 (6.9%)
showed a low level of dispositional mindfulness. According to the distribution of teachers' level
of dispositional mindfulness across sex, more than half of the females, 52 (56.5%) respondents
have high levels of dispositional mindfulness while 36 (39.1%) female respondents have
moderate levels of dispositional mindfulness. In the male category, the majority showed a
moderate level of dispositional mindfulness–27 (51.9%). While those showing high levels were
only 19 (36.5%). According to the distribution of teachers' level of dispositional mindfulness
across age groups, the 18-39 years old category, 52 (50%) respondents have high levels of
dispositional mindfulness while 46 of the 18-39 years old (44.2%) have moderate levels.
Majority of the age group 40-59 showed high levels of mindfulness–19 respondents (47.5%)
while 17 (42.5%) have moderate levels of dispositional mindfulness. According to the
distribution of teachers' level of dispositional mindfulness across marital status, 28 (65.1%) of
the married respondents have high dispositional mindfulness while the 11 (25.6%) of the married
respondents have moderate dispositional mindfulness. For the single category, the majority
showed moderate levels of dispositional mindfulness–49 (50.5%) respondents. While 42 (43.3%)
of the single respondents have high levels of mindfulness.     

Conclusion
Based on the findings of the study, a statement of conclusion was made: On average, the
dispositional mindfulness of the undergraduate teachers is 4.16, which means that the research
respondents have a relatively moderate level of dispositional mindfulness.     

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Acknowledgment
The Researchers would like to express their appreciation to the following; firstly our
mentor Mdm. Maria Fe Abejar for her timely wisdom.
Secondly, we would like to thank all College Secretaries and College Deans for their
cooperation. Truly, they have demonstrated the core value Cebu Doctors’ University
upholds–service.
Thirdly, we would like to express our gratitude towards our statisticians Mr. Deither
Alibong and Mr. Marc Janssen Aquino; it is not an understatement to say that we could not have
gotten this far without your expertise.
Next, we would like to show our appreciation towards Ms. Mica Ella Abellanosa and Ms.
Michelle Ambayec for their leadership and patience towards our group; we are especially
grateful for permitting us to move our Oral Defense date to a later time.
Next, we would like to say thank you to the College of Arts and Sciences’ Dean, Ms.
Maylen Licatan for her overseeing and guiding hand over all our endeavors of this research; her
asking how the group is and our progress was a breath of encouragement throughout the whole
research process.
Lastly, and never the least, the Group 7 bow our heads in humility for the ever-present
and ever-faithful God who has sustained and will continue to sustain us. Thank you so much.

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Table 1.0 Distribution of Respondents per Department

Undergraduate
College teachers per Proportion Sample Size
Department

1. College of Arts
51 22.37% 32
and Sciences

2. College of
21 9.21% 13
Nursing

3. College of
7 3.07% 4
Pharmacy

4. College of
6 2.63% 4
Optometry

5. College of
Allied and
32 14.04% 20
Medical
Sciences

6. College of
18 7.89% 11
Dentistry

7. College of
Rehabilitative 93 40.79% 59
Sciences

228 144
TOTAL Undergraduate 100% Undergraduate
teachers teachers

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Table 2.0 Distribution of Respondents Sex

Sex Frequency (f) Percentage (%)

Male 52 36.1%

Female 92 63.9%

Total 144 100%

Table 2.1 Distribution of Respondents Age

Age Frequency (f) Percentage (%)

18-39 104 72.2%

40-59 40 27.8%

Total 144 100%

Table 2.2 Distribution of Respondents Marital Status

Marital Status Frequency (f) Percentage (%)

Single 97 67.4%

Married 43 29.8%

Widowed 1 0.70%

Divorced 1 0.70%

Separated 2 1.40%

Total 144 100.0%

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Table 3.0 Distribution of Undergraduate Teacher’s Level according to Dispositional Mindfulness

Levels of Score Frequency Percentage Mean SD

Dispositional Ranges (f) (%)
Mindfulness

Low 1.00-2.66 10 6.9%

Moderate 2.67-4.33 63 43.8%

4.16 0.91
High 4.34-6.00 71 49.3%

Total 144 100.0%

Figure 1.0 Schematic Diagram of the Study

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 J ournal of Scienti ic Investigations | Vol. 2 No. 1 | September 2019
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Figure 2.0 Levels of Dispositional Mindfulness across Demographic Characteristics

Figure 3.0 Distribution of the Levels of Dispositional Mindfulness across Age Groups

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 J ournal of Scienti ic Investigations | Vol. 2 No. 1 | September 2019
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Figure 4.0 Distribution of the Levels of Dispositional Mindfulness across

Marital Status

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