Elizabeth HodgeHenderson, Alvin Roy2025-06-052025-06-052025-05May 2025May 2025http://hdl.handle.net/10342/14012Teacher retention is an ongoing concern that is seen across the nation in the field of education. One factor that research has shown reduces this concern is school-level leadership. In the state of North Carolina, teachers with less than three years of experience leave the profession continually at higher rates than experienced teachers. This study examined the effectiveness in supporting school-level leaders through a systematic non-renewal licensure monitoring program would impact teacher retention. This study used an explanatory sequential mixed method design approach framed around four characteristics of Transformational Leadership Theory, in three phases of improvement using the Plan, Do, Study, Act model. Both qualitative and quantitative data analyzed from surveys and focus groups of school-level leaders measured the impact of the program. While the results from the implementation of this program did improve the school-level leader’s professional growth, knowledge of licensure in the state, as well as the non-renewal process and implementation practices to better support teachers, the actual retention of teachers within the schools was inconclusive. The characteristics of Transformational Leadership Theory helped to deepen the school-level leader’s professional relationships and connections with their teachers.application/pdfEnglishEducation, Educational LeadershipDoctoral Dissertation2025-05-22