Graduation Year


Document Type

Master's Thesis


Master of Science



Program Director

Jennifer Lucko, PhD

First Reader

Katie Lewis, PhD

Second Reader

Rosemarie Michaels, MEd, EdD


Driven by the overarching goal of enhancing classroom management practices and addressing the training and support needs of new educators, this qualitative research project aimed to uncover insights necessary for enhancing learning environments and improving teacher and student well-being. Conducted across diverse elementary school settings in California and Washington, the study engaged eleven elementary school teachers from varied backgrounds and experience levels, who were recruited through convenience and snowball sampling methods. Data included a combination of surveys and individual interviews, which were analyzed using an initial coding process to identify themes and a focused coding approach to refine and deepen the understanding of these themes.

Findings point to teacher qualities (such as patience, adaptability, and relationship building) as well as the importance of consistent routines, student engagement, and differentiation as fundamental teaching strategies. Additionally, findings address common challenges in classroom management such as resource limitations, insufficient training, and external factors impacting classroom dynamics.

This research contributes to the academic conversation by providing a comprehensive overview of the multifaceted nature of effective classroom management. By integrating essential teaching qualities, strategies, and training needs for new teachers, the research reveals their interconnectedness and dependency on one another. As a result, this study offers actionable recommendations for policy and practice, ultimately enhancing the overall quality of education and teacher well-being.

IRB Number