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ERIC Number: ED523665
Record Type: Non-Journal
Publication Date: 2010
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1241-2083-6
Student Self-Assessment and Student Ratings of Teacher Rapport in Secondary Student Course Ratings
Roe, John Wilford
ProQuest LLC, Ph.D. Dissertation, Utah State University
This study involved administering two rating forms (student self-rating on commitment and student rating of teacher rapport) to approximately 1,400 secondary students taught by 12 different teachers at two different high school Latter-day Saint (LDS) released time seminaries along the Wasatch Front in Utah. Seminaries and Institutes of Religion (S&I) function within the Church Educational System (CES) of the LDS Church, providing religious education for secondary students between the ages of 14-18. The purpose of this study was to explore relationships between student, teacher, and course characteristics on student ratings of teacher rapport and to explore a possible relationship between student self-assessments on their own commitment to learning with student ratings on their rapport with their teacher. Evidence suggests that teacher characteristics such as the teacher's age and experience have little to no impact on student ratings of teacher rapport. Female students tended to rate their teacher more favorably on rapport than male students, although practical significance was minimal. Younger students reported greater interest in seminary and higher-grade expectancy. They also tended to rate themselves higher on commitment. A statistically significant difference was found for teacher rapport scores between two groups based on the order of test administration. Group 1--self-first (student self-rating before student rating of teacher rapport) reported higher levels of rapport than group 2--comparison (student rating of teacher rapport prior to student self-rating). Students tended to rate their teacher more favorably after completing a self-rating on commitment. Practical significance between study groups was minimal because findings were small. Further research is suggested based on these findings to seek more understanding regarding the relationship between student self-evaluations and student ratings of their teacher. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Utah