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Since the survey in 2015 conducted by the American Federation of Teachers about teacher mental health and well-being, teachers have been reporting higher rates of job-related stress. They have indicated that this stress often comes from poor administrative interactions, negative teacher perceptions, state mandates, staff shortages, teacher-directed violence, and poor student behavior. Many teachers have also indicated that they do not feel supported by their administration, school board, or the public. The purpose of this qualitative, phenomenological study was to explore ways in which administrators have helped teachers in managing job-related stress. I employed perceived organizational support theory to explain that when teachers feel valued and supported by their organization and administration, they are less likely to report feeling stressed. I interviewed four teachers in United States public, in-person schools who experienced classroom related stress. These teachers discussed the ways in which administrators helped them to manage their stress and how they perceived this support. Participants reported that student behaviors and mix of student issues caused them the most stress and that it was the little things administrators do to show them they are valued were the most important ways in which administrators could show their support. Participants reported that they were not looking for large gestures or for administrators to take work off their list of tasks, they just wanted to feel appreciated and supported. Small gestures such as notes expressing a job well done or a quick bathroom break were listed as ways in which administrators can help to support teachers who are dealing with classroom stress. The themes that emerged from the data include student behavior issues, mix of student needs, administrative guidance and support, administrative follow-up, little things that made a big difference, and perceived value. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This quantitative non-experimental cross-sectional study aimed to determine the cause(s) of teachers exiting their current employment to migrate to neighboring districts. To predict and alleviate the burden that the loss of experienced teachers imposes, the study examined teachers' intent to migrate by surveying teachers currently working in a large, diverse school district in Southeastern Pennsylvania. By studying the current teaching population, the responses will help to better understand the origin of teacher discontent and subsequent resolve to exit, thus, allowing administrators to implement effective retention policies. Teachers' intent to migrate was studied in the context of organizational commitment, trust, school environment, and self-efficacy. Study findings are expected to help create school plans for stronger teacher commitment and higher retention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]