The HIV/AIDS pandemic's dramatic impact on African life and culture has influenced educational sector significantly. As a result of the chronic crisis, teacher retention in Zambia has reached abysmal lows. This qualitative narrative inquiry study explored teacher retention in a Zambian school through the lens of social constructivism. The study explored the interplay of three constructs that enabled teachers to remain in the profession despite the chronic crisis. The constructs were: 1) teacher perceived self-efficacy, 2) stress, burnout, and coping mechanisms, and 3) teacher training and educational practice. Teachers with high-perceived self-efficacy believe that goals can be accomplished. Management of teacher stress, burnout, and coping mechanisms enable teachers to overcome obstacles and remain active in the profession. Teacher training and educational practice is related to the rigor and duration of pre-service training, and resultant pedagogical practice. The five Zambian teachers in the study were from an impoverished community that has been massacred by HIV/AIDS. The majority of participants were from the Bemba ethno-linguistic tribal affiliation. Participants were selected through purposeful sampling in accordance with criteria established for the study. I interviewed all participants in a group and individually. Many themes emerged during the interviews and I "restoried" each interview after successive coding of emergent themes. The data was evaluated through the theoretical lens of social constructivism and involved the interpretive process. The data illuminated some of the influences that the HIV/AIDS pandemic has had on teacher retention as a result of the interplay between the three constructs. The five Zambian teachers had a high-perceived self-efficacy that could be attributed to their support systems, professional associations, or interactions. Thus teachers with support systems had a high-perceived self-efficacy were more likely to overcome stressful situations. As such, a well-developed system of coping mechanisms indicated teacher resilience. In addition, teachers who complete a rigorous teacher-training program adeptly manage educational practice in the midst of a harsh environment. An evaluation of a 1) teachers' perceived self-efficacy, 2) stress, burnout and coping mechanisms, and 3) teacher training and educational practice are clues for prediction of the likelihood of levels of teacher retention. [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.]