{"id":{"repo_id":"missouri","oai_identifier":"oai:mospace.umsystem.edu:10355/96070"},"canonical_url":"https://search.dev.ndltd.org/etd/missouri/oai:mospace.umsystem.edu:10355/96070","repository":{"repo_id":"missouri","name":"University of Missouri","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Elementary administrators' perceptions of effective classroom management","abstract":"This phenomenological study analyzed perceptions of elementary principals of new teachers' efficacy and capacity in classroom management. The study was conducted to inform teacher preparation programs about critical classroom management needs that could be addressed at the undergraduate level. Results of the semi-structured interviews indicated that principals believe that more time and energy are needed at the preservice level to help teachers be better prepared to manage today's classrooms. 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