Barnett, Felicia Foster2018-10-262018-10-262017-05-03vt_gsexam:10669http://hdl.handle.net/10919/85529Teacher retention is a growing issue that plagues schools across America (Grissom, 2011). Consequently, urban high poverty, high minority schools face even greater challenges as they expect to lose approximately 50% of their teachers within their first five years on the job. According to Grissom (2011), school working conditions explain both teacher turnover and teacher satisfaction, and principal effectiveness has a significant positive impact on teacher retention, especially in disadvantaged schools. The purpose of this study was to examine leadership practices teachers and principals perceive to influence teacher retention in urban, high- poverty, high- minority schools. A basic qualitative research design was employed to gain an in-depth understanding of teachers' and principals' perceptions of how school climate and culture, instructional leadership, school mission and vision, and teacher development impact teacher retention in urban, hard- to- staff schools. Data collection included individual and focus group interview data from five principals and 17 teachers with longevity in urban, high-poverty, high-minority schools in Southeastern Virginia. An analysis of the data indicated that administrative support, principal-teacher relationships, shared leadership, clear expectations and instructional leadership are essential to teacher retention in urban, hard-to-staff schools. The results of this study may impact the recruitment and development of school leaders by both districts and school leadership programs.ETDIn Copyrightteacher retentionteacher job satisfactionteacher attritionurban schoolsprincipal leadershiphard to staff schoolsleadership characteristicsDissertation