Journal of K-12 Educational Research 51 policymakers, and the public, which contributes to stress and burnout (Taie & Lewis, 2023). Second, they feel overworked, citing non-instructional duties, large class sizes, and a lack of behavioral support (Charles Butt Foundation, 2022). Third, compensation remains a persistent concern, with Texas salaries trailing the national average and lagging behind inflation (NEA, 2023). Many teachers report taking on second jobs while already working long hours, and studies link higher pay to improved teacher quality and student outcomes (Baker, 2017). The financial costs of turnover also weigh heavily on districts, with estimates approaching $20,000 per teacher departure (Levy et al., 2012). At the same time, many teachers choose to stay, and their reasons provide valuable insight. Surveys consistently point to a positive school culture, strong relationships with students and colleagues, and professional autonomy as the most powerful anchors (Charles Butt Foundation, 2022). Effective professional learning also matters, particularly when it is collaborative, contentfocused, and supported through coaching and feedback (Darling-Hammond et al., 2017). Mentorship and collegial support reduce isolation, foster growth, and are especially critical for novice teachers (Heubeck, 2021). Principal turnover follows a similar pattern, though with distinct pressures. Leaders often leave due to inadequate preparation, poor working conditions, pay that is disproportionate to responsibility, limited decisionmaking authority, and high-stakes accountability (Levin & Bradley, 2019). New principals in particular face steep demands and higher stress, which contribute to elevated turnover (Fuller et al., 2007). Professional development tailored to principals’ real needs, such as instructional leadership, human resources, and school finance, improves both effectiveness and stability (Snodgrass Rangel, 2018). Yet working conditions remain a major barrier. Principals often report 60-hour weeks, high emotional demands, and limited autonomy over budgets and curricula—challenges that are especially acute in high-need schools (National Association of Secondary School Principals [NASSP], 2022). Leadership skills matter greatly in how principals address these pressures and support teachers. Listening, attention, and curiosity help principals recognize strengths, build trust, and respond to needs (Buckingham & Goodall, 2019; Hoppey & McLeskey, 2013). Intentional listening deepens relationships, consistent attention improves engagement, and curiosity fosters authentic problem solving. Together, these skills create the positive work culture, professional growth opportunities, and collaborative relationships that research identifies as the foundation for teacher retention. In sum, teachers tend to leave when they feel undervalued, overworked, and underpaid, yet they remain where culture is positive and leadership is strong. Principals face their own turnover challenges, but their influence over school conditions makes them a critical factor in teacher retention. This study therefore examines the relationship between principal and teacher retention and explores the skills principals use to keep teachers in the classroom. Research Design The current study used a sequential mixed methods design to examine the relationship between principal tenure and teacher retention. The quantitative component was a non-experimental, correlational study analyzing whether principal tenure, campus socioeconomic status (Title 1 vs. non-Title 1), and school level (elementary vs. secondary) predicted annual teacher turnover rates using multiple regression. Turnover was defined as the percentage of teachers not returning from 2022–23 to 2023–24. The qualitative component employed semistructured interviews with principals to identify skills they perceived as important for encouraging teacher retention. Interview responses were coded inductively into themes to complement quantitative findings. Summary of Results and Findings Research Question 1 (RQ1) Are principal length of tenure, student socioeconomic status, and school level significant predictors of teacher turnover rate? A multiple regression tested whether principal tenure, socioeconomic status (Title I vs. non-Title I), and school level (elementary vs. secondary) predicted campus turnover. The overall model was not statistically significant, indicating these factors, taken together, did not meaningfully explain turnover variation across the district.
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