52 Bradley Willi, Ed.D. Directional patterns suggested secondary schools trended higher in turnover than elementary schools, and Title I campuses trended higher than non-Title I campuses, but these trends were not robust in the multivariable model. Principal tenure showed no meaningful association with turnover. In short, organizational descriptors alone were insufficient to account for retention differences—pointing to the importance of leadership practices explored in RQ2. Research Question 2 (RQ2) What are the perceived skills of a principal in a school with high teacher retention? Interviews with high-retention principals revealed four cross-cutting skill sets consistently credited with keeping teachers: • Build trust and positive relationships • Provide emotional and professional support • Create a positive school culture • Lead reflectively, which includes curiosity, flexibility, self-assessment Following, each theme is described with practical behaviors principals reported using, plus brief illustrative quotes. Build Trust and Positive Relationships High-retention principals invest deliberately in knowing their teachers—as professionals and as people— and make relationships the starting point for every other leadership move. Three practices stood out: 1. Know the person, not just the position. Principals described routine check-ins, noticing life events, and understanding strengths and needs. Principals reported these practices made feedback easier to give and receive and signaled respect. As one principal stated, “You have to spend time with your employees. Number 1 is to get to know them.” 2. Listen first, decide second. Leaders emphasized that active listening was their default when engaged in conversations with staff, parents, and students. They solicit input before making decisions and then circle back with clear rationales for the decisions that were made. Another principal stated, “Listening guides me in every decision because if I’m listening, I have a good pulse on where they are.” 3. Make expectations visible—and model them. Expectations are explicit, consistent, and reinforced through visibility, like being present in classrooms and hallways, and follow-through. Principals also noted the power of owning mistakes. Several mentioned, “It’s okay to apologize,” which deepens trust. The practices explained retain teachers because relationships and trust buffer stress, accelerate problem-solving, and encourage teachers to bring concerns early thereby preventing small issues from becoming exit triggers. When teachers feel seen, heard, and supported, they are more likely to stay. Provide Emotional and Professional Support Principals pointed to a blend of emotional care and practical help that keeps daily work sustainable: 1. Attention and care in the moment. Leaders described reading body language, offering quick coverage or breaks, and checking in after tough moments. “If we saw their little emoji move to ‘need a check-in,’ we’d go touch base right away.” 2. Stand beside teachers in hard conversations. Principals routinely co-attend parent meetings, help with classroom management plans, and tutor students alongside teachers. “I’ll sit with them in a parent meeting… they know I’ve got their back.” 3. Foster professional autonomy and initiative. Teachers have latitude to make instructional decisions without micromanagement, and principals encourage ‘passion projects’ that energize staff and students. “I’m not one to micromanage.” 4. Organize so teachers can focus on teaching. Clear calendars, predictable routines, and removal of non-instructional burdens were cited as concrete stress reducers. Principals in the current study believed these practices retained teachers. Emotional support meets the human
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