Teacher retention is associated with many positive outcomes for students. However, districts nationwide are struggling to retain teachers amid a teacher shortage. Further, the research surrounding teacher retention focuses more on attrition, as well as the wide-scale systematic causes and solutions for it. The purpose of this study was to shine a positive light and attainable spin on the topic of teacher retention. A mixed-methods approach utilized a survey and interviews to uncover the teacher perceptions and building administrator actions that impact teacher retention. Participant perceptions indicated preparation and professional learning, self-efficacy, administrator support, and collegial relations are all positively correlated with increased teacher retention. Participant experiences uncovered the emergence of three to five themes within each perceptual area that impact teacher retention. All themes were aligned with the original frameworks that structured the study. The data and discussion of the findings from this study would benefit building and district leaders as they strive to improve teacher retention. [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/en-US/products/dissertations/individuals.shtml.]
