The primary determinant of student achievement is the quality of the classroom teacher. Some teachers are naturally talented, but the majority of teachers become effective through classroom experience. Unfortunately, the teaching profession experiences a high rate of turnover; many teachers leave before reaching the peak of their effectiveness. If satisfied in their position, teachers will stay in teaching longer and, through experience, improve their effectiveness. The purpose of this study is to determine if a relationship exists between teacher satisfaction and their frequency of interaction with site administration. A review of literature determined that teacher satisfaction and retention are directly related; satisfied teachers stay in teaching. There are four primary areas that affect teacher satisfaction and retention. Teacher preparation programs are an early determinant of teacher retention; programs that better prepare teacher candidates produce teachers who are more prepared to handle the rigors of teaching. Researchers have also found that some personal characteristics, such as efficacy and resiliency, correlate with teacher retention. External rewards such as salary and benefits may also play a role in teacher satisfaction. Finally, work place conditions have been determined to have the greatest effect on teacher satisfaction and retention. This investigation, which takes place within a suburban high school district located in the southwestern United States, analyzed the perceptions and experiences of current high school teachers through a multimethod study. The Satisfaction and Administrative Interaction questionnaire was developed and used in a quantitative correlational study. Qualitative data was collected through case study interviews. Correlational studies revealed a statistically significant relationship between teacher satisfaction and frequency of interaction with administration. Positive correlations were also determined to exist between satisfaction and formal and informal types of interaction. Inductive analysis of interviews revealed teachers' desires to receive more recognition for their work, be treated professionally, see administrators in their classrooms, and to have administrators initiate more interactions. By more frequently interacting with teachers, administrators can improve teacher satisfaction. Frequent interaction yields familiarity; if teachers are familiar with their leadership, teachers may feel more comfortable sharing concerns with administration. Interactions should not only be directive in nature; teachers thrive on recognition of their work. Frequent interactions may also lead to teachers understanding and being a part of school decisions. There are many determinants of teacher satisfaction. Frequency of interaction is one area that administrators have direct control over. [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.]