To examine the impact of administrators' opinions on teacher quitting behavior, this document constructs a model using seven categories: (1) "actor traits," a teacher's personal characteristics; (2) "building characteristics," aspects of the work setting; (3) "investments/options," commitment factors such as years on the job and translatability of skills to other employment; (4) "satisfaction/solidarity," commitment factors such as the intrinsic meaningfulness of a job and a sense of collegiality with coworkers; (5) teachers' perception of administrative style, involving faculty evaluation, academic support, and school-community relations; (6) role alienation, as through a sense of powerlessness or isolation; and (7) "role exit," or quitting. Of 7,000 questionnaires, testing 12 hypotheses, that were sent to staff members in a large southwestern public school district, 3,389 were returned and usable. Results--presented in nine tables and two diagrams indicating correlations among variables drawn from the seven categories--provide little support for the view that principals' attitudes are the most decisive factor in teacher quitting behavior. In those relatively few cases where teachers do quit, considerations such as investments/options and causes of role alienation over which principals have little control are more influential than discrepancies between teachers' and administrators' perceptions of administrative style. A bibliography is included. (JBM)