Elementary administrators' perceptions of effective classroom management

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.

Name thesis:degree_name

Ed. D.

Level thesis:degree_level

Doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy (MU)

Grantor dc:publisher

University of Missouri--Columbia

Year dc:date.issued

2023

Author dc:creator

• Beydler, Joseph Charles

Advisor dc:contributor.advisor

• Hutchinson, Sandy

Language dc:language.iso

eng, English

DOI

https://doi.org/10.32469/10355/96070

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/96070