There have been a number of narrative reviews that focus on the relationship of school administrators and the teachers at their school sites. This systematic review evaluates a select group of research articles published between the years 2000 and 2019. The main questions for this review ask: (a) what does recent literature tell us about the support school administrators provide to teachers? and (b) what does recent literature tell us about a school administrator's ability to retain effective teachers? Seven qualitative and 24 quantitative studies were selected for inclusion in this review, all evaluated for quality using research based instruments. Seventy-nine percent of the prescribed evaluative criteria were met. The majority of the included research focused on statistical analyses of city, state and national datasets. Results of this investigation revealed that certain administrative efforts, used independently or in combination, are effective in supporting teachers, including induction, mentoring, staffing support, course assignment changes, resource and professional development enhancement, increased autonomy and agency, meaningful and constructive evaluations, workload abatement, discipline/rule enforcement and support with challenging parents. Implications of this study endorses the use of research-based practices by administrators to support the teachers at their sites, resulting in increased job satisfaction and student learning. This study provides researchers and policymakers with a comprehensive review of recent, peer-reviewed literature regarding administrative support of teachers.