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Abstract
The purpose of this quantitative survey research was to test the theories of transformational, transactional, and passive-avoidant leadership by comparing for differences in the traits of the three as perceived by the teachers from their principal to the stated retention intent of teachers at a single school district. Transformational leadership characteristics were found to universally support greater teacher retention. In contrast, participant scores for passive- avoidant leadership traits among their principals indicated a relationship between passive-avoidant characteristics and teachers intending to leave the district (turnover). Although one transactional trait, contingent reward, was found to support retention among the teacher population, management by exception was not found to be a significant variable. These findings support the idea that this district should train their principals in the use of transformational leadership toward attempting to raise the teacher retention rate.