Paper presented at the annual meeting of The American Educational Research Association Conference (AERA 2011).

This study investigated the role of teaching experience and gender on teachers' beliefs on classroom management approaches. Data were collected 268 primary school teachers. The finding of this study demonstrated that experienced teachers are more likely to prefer to be in control in their classrooms than beginning teachers while interacting with students when making decisions. Investigating the previous studies, researchers were able to discover that teachers have a tendency to change their classroom management beliefs at different levels of experience following a certain path. Based on the findings this paper offers suggestions for teacher education programs for program revision.