Journal of K-12 Educational Research 53 needs of belonging and respect, while professional support reduces issues that can cause friction, such as time constraints, behavior issues, and/or logistics. Autonomy signals trust and increases ownership and motivation. Create a Positive School Culture High-retention principals engage in deliberate practices that create an environment teachers want to work in and that encourages them to stay: 1. Define the culture of the school and hire to it. Leaders articulate what “this place is” (values, norms) and select for culture fit when hiring or promoting. One principal stated, “To build a positive culture, you have to know what you want it to be and hire people invested in building it with you.” 2. Make the campus a place people seek out. Several principals reported being fully staffed early and even having waiting lists, which they attribute to a reputation for support, collegiality, and joy. “People want to be here.” 3. Infuse connection and joy. Regular celebrations, brief staff-connection activities, and “focused fun” signal that adults’ experiences matter, not just students’ experiences. These rituals build a family feel across the campus. As several principals reported about their respective schools, “There’s a lot of laughter and humor here.” 4. Engage families and community. Principals described events that honor student cultures and build pride thereby reinforcing staff purpose and community trust. These practices retain teachers because a positive culture multiplies small wins, dampens conflict, and reduces the emotional impact of the job. When staff members feel pride and joy at work and see leaders protecting that climate, they stay. Lead Reflectively: Curiosity and Reflection Finally, principals emphasized mindsets that keep their leadership responsive and include the following habits that utilize curiosity and reflection: 1. Curiosity as a daily habit. Leaders ask questions, look for patterns, and encourage staff to do the same. Curiosity helps leaders catch weak signals and co-design solutions. One principal stated, “Be willing to sit in informal settings, ask questions, and be curious.” 2. Flexibility with time and decisions. Principals described giving “the gift of time” (e.g., covering a class, shortening a meeting) and pivoting quickly when conditions change. As one principal stated, “Be flexible. Things change in a second.” 3. Deliberate reflection. Leaders seek feedback about their own practice and adjust routines or expectations to better support staff. Mentors and prior experiences serve as reference points for growth. These reflective leadership practices keep the system adaptive. Teachers are more likely to stay where leaders notice emerging problems early and course-correct without blame. Conclusion The current study found that broad campus descriptors such as principal tenure, socioeconomic status, and school level did not significantly predict teacher turnover. Instead, principals in high-retention schools consistently pointed to relational and cultural leadership practices as the drivers of stability. Building trust, providing support, fostering a positive school culture, and leading reflectively were described as concrete, learnable skills that sustain teacher commitment. These findings highlight that teacher retention is less about structural variables and more about the daily actions of school leaders—offering a clear path for districts and preparation programs to strengthen leadership development. Across interviews, the four skill sets interlock. Trust makes feedback and autonomy possible. Support practices are easier to target when leaders listen well. Culture provides the conditions in which support and autonomy thrive, and reflection ensures all three keep pace with changing needs. Together, these practices translate leadership influence into day-to-day conditions teachers experience as respect, stability, and professional growth.
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