Teacher turnover rates in Title I schools have caused inconsistencies in the number of high-quality educators teaching children in high-poverty Title I classrooms. The purpose of this study was to identify leadership standards that Title I teachers and school administrators perceive to positively influence a teacher's decision to remain in a Title I elementary school. Specifically, the study occurred in one Maryland county, included participants from eight Title I schools, and used the 2015 Professional Standards of Educational Leaders (PSEL) to examine, through survey and interview, the standards most perceived to influence teacher retention. The intent of this study was to use a mixed-methods phenomenological design to examine and correlate the lived experiences of school administrators and teachers to the perceived standards of leadership leading to increased teacher job satisfaction to extant teacher-retention data. Linear regression statistical analysis showed no statistically significant relationship between the perceptions of teachers and school administrators. However, through interview and survey, results showed that teachers perceived Standard 1: Mission, Vision, and Core Values, Standard 5: Community of Care and Support for Students, and Standard 7: Professional Community for Teachers and Staff as the PSEL most to influence teacher retention. Comments from teachers and school administrators captured the importance participants placed on relationship to job satisfaction. Societal changes fraught with increased job pressures and accountability are creating the need for a cultural shift in U.S. school systems. Professional development for school administrators supporting the establishment of positive relationships with teachers may promote and foster an atmosphere of job satisfaction leading to organizational commitment. This study may support future researchers in understanding the variables affecting the relationship between school administrators and teachers that may lead to job satisfaction, consistency of teaching, and increased learning for students residing in Title I school districts. [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.]