Elementary administrators' perceptions of effective classroom management
type: CreativeWork
description: 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. Much was also learned about the support systems school buildings and school districts use to support new teachers. The research questions and related discussion were based on the framework of the Eight Effective Teaching and Learning Practices.
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. Much was also learned about the support systems school buildings and school districts use to support new teachers. The research questions and related discussion were based on the framework of the Eight Effective Teaching and Learning Practices.
author: Beydler, Joseph Charles
language: eng
language: English
date published: 2023
date modified: 2026-07-24T03:09:39Z
provider: University of Missouri
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Missouri--Columbia

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10355/96070

PropertyValue
property ID: DOI
value: 10.32469/10355/96070