This analysis examines the effects of school and organizational characteristics on teacher turnover and, in turn, school staffing problems. The analyses are based on data from the Schools and Staffing Survey and its supplement, the Teacher Followup Survey, a large, comprehensive, nationally representative survey of teachers and schools conducted by the National Center for Education Statistics. Teacher characteristics, such as specialty field, age, and retirement, account for a significant amount of turnover. There are also significant effects of school and organizational characteristics on turnover that have largely been overlooked by previous theory and research. The data show that while high-poverty public schools have moderately higher rates, neither larger schools, nor public schools in large school districts, nor urban schools have high rates of teacher turnover. In contrast, small private schools stand out for their high rates of turnover. The analysis also shows that math and science teachers are not more likely to depart than other teachers, once other factors are controlled. Moreover, the amount of turnover accounted for by retirement is relatively minor when compared to that resulting from two related causes teacher job dissatisfaction and teachers pursuing better jobs or other careers. Organizational characteristics such as inadequate support from the administration, low salaries, student discipline problems, and limited faculty input into school decision-making all contribute to higher rates of turnover, controlling for the characteristics of teachers and schools. The results suggest that school staffing problems are not solely a result of shortfalls driven by increasing retirement levels, but also a result of low retention due to organizational conditions. (Contains 99 references, 16 endnotes, 4 tables, and 2 figures.) (Author/MLF)