The primary aim of this study is to use the survey items from the TELL Tennessee Survey (2013) using the Competing Values Framework (CVF) (Quinn and Rohrbaugh's model of organizational effectiveness) to determine whether teachers' observations about a set of topically organized school climate dimensions and school performance levels are associated with their immediate professional plans. Specifically, the study sets out to answer three research questions: (1) Does teacher retention differ for schools with balanced and unbalanced CVF profiles? (2) Does teacher retention differ for schools in different achievement groups (priority, norm and performance)? and (3) Does teacher retention a function of achievement groups and CVF profiles after controlling for school poverty? Knowing the perspectives of teachers with regards to teaching and learning condition and the support and environment within their school can help policymakers and practitioners understand what it will take to improve. While federal and state accountability mandates are clear about student performance results that schools are expected to achieve, they often do not provide the schools with much guidance in terms of how to accomplish these objectives. In this paper, the authors describe the competing values framework (CVF) in more detail, followed by the data and methodological approach. They then present the results and conclude with a discussion of the implications and findings.