Renard-Spicer, Lisa2023-03-082023-03-082023-03-07vt_gsexam:36557http://hdl.handle.net/10919/114055The purpose of this basic qualitative study was to describe experiences of building-level administrators in one urban school division in Virginia regarding preparation for having a role in retaining teachers and their perceptions of how well prepared they feel for that role. The researcher conducted one-on-one interviews with 15 administrators, representing 21.4% of all administrators in the subject-site division. The study investigated three research questions: (1) What beliefs do building-level administrators have regarding their role in the retention of teachers? (2) What experiences have building-level administrators undergone to prepare them for a role in retaining teachers? and, (3) How well prepared do building-level administrators perceive themselves to be for their role in retaining teachers? The study asked participants to consider principal preparation programs, principal professional development, and on-the-job experiences. Findings indicated that participants believed their role in teacher retention to be important; however, they tended not to have experienced explicit preparation for teacher retention. Though participants reported experiencing some preparation for creating workplace conditions favorable to retention, there was a notable diversity in viewpoint and few workplace conditions listed by participants aligned with those noted in prior research. Participants reported that their preparation had been acquired primarily through on-the-job experiences. Findings indicated that participants did not feel they had been well prepared for a role in teacher retention. This study proposed implications to be considered by those who develop and provide principal preparation and principal professional development, state and local educational agencies, and building-level administrators who seek skills and knowledge that promote the retention of teachers in their buildings.ETDenCreative Commons Attribution 4.0 InternationalEducational LeadershipPrincipal PreparationPrincipal Professional DevelopmentTeacher RetentionTeacher ShortageDissertation