Classroom management is a primary area of concern that is often expressed by teachers. Classroom management is not a construct in which novice teachers struggle but experienced teachers as well. Different variables effect classroom management and its effect on student achievement. The overarching question investigates the construct of teacher self-efficacy and teacher certification, including the traditional route to teacher certification as well as the alternative route. Secondary questions are: is there a difference in the perceptions of teacher self-efficacy based on teacher certification; is there a difference in classroom management based on teacher certification; do years of service impact classroom management; does gender play a role with effective classroom management; and how are the constructs interrelated? [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]