Hooper, H.H. (Buddy), Jr.Hooper, H.H. (Buddy), Jr.2024-04-022024-04-022023-12December 2December 2https://hdl.handle.net/11310/6392The purpose of this study is to explore the principal practices regarding new teachers’ experiences and the effects those practices have on new teacher retention. A qualitative study using the case study exploratory approach was executed through interview questions with three focus groups with a total of ten new elementary teachers located in a rural school district located on the fringe of a large urban school district in Texas. The findings in this study indicated that principal practices that increase the retention of new teachers can be identified through the following themes: bonding, support, and intentionality. Findings suggest that to positively influence new teacher retention, principals incorporate practices such as team-building exercises, mentor programs, celebrations and recognitions, competitions, availability to interact with teachers, affirmations, and effective communication through technology and social media.application/pdfEnglishEducation, Ruralnew teachers, teacher retention, principal practices, elementary, educational leadershipThesis2024-04-02