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.Includes bibliographical references
