The Relationship Between Student Perceived Teacher Dispositions of Care and Student Outcomes of Belief, Understanding, and Application of LDS Doctrine

Abstract

This study explored the relationship between student-perceived teacher dispositions of care and student self-reported outcomes of belief, understanding, and application of the Church of Jesus Christ of Latter-day Saints (LDS) doctrine. Since the release of the Teaching Emphasis in 2003, LDS seminary leadership has consistently emphasized the importance of positive teacher dispositions of care and the relationship it has with desired student outcomes of LDS seminary students. However, no known studies to date have gathered and analyzed data to determine if such a relationship exists. Data regarding student-perceived teacher dispositions of care and student outcomes of belief, understanding, and application of LDS doctrine were gathered via self-report survey from 801 LDS seminary students in Idaho’s Washington, Payette, Gem, Canyon, Ada, Elmore, Jerome, Minidoka, Cassia, and Twin Falls Counties, as well as Malheur County in Oregon. Data were analyzed using Pearson correlation and one-way Analysis of Variance (ANOVA). Findings indicated a statistically significant positive correlation (p p