This dissertation investigated the role of leadership decisions in shaping school climate and culture, and their consequent impact on teachers retention within a school setting. Through a case study analysis of an elementary school community characterized by high teacher retention, this research aimed to identify the key components of school culture that contribute to that school’s stable and committed teaching workforce. The qualitative research methods used included interviews, surveys, and document analysis. Data were gathered to address the following research questions:1. What are the key components of school culture that influence teacher retention? 2. How do different aspects of school culture contribute to teacher job satisfaction and commitment? 3. What strategies can educational institutions implement to foster a positive school culture that promotes teacher retention? This study offers valuable insights for educational policymakers, administrators, and practitioners striving to cultivate supportive, inclusive, and empowering environments conducive to teacher satisfaction and long tenure. Ultimately, this study will contribute to the broader discourse on responsive principal leadership and enhancing teacher retention and, in doing so, foster increased student achievement.