Since at least 2015, public education has experienced declining numbers in the quality of students' education as well as educator and student retention (Finn, 2019; Joubert, 2020). The problem is that due to limited financial resources, school districts need nonmonetary options to incentivize teachers and campus administrators to improve job satisfaction and instructional effectiveness within the schools. While previous research indicates that monetary incentives are largely ineffective (Fryer, 2013), there is a significant gap in the literature that examines the study of using nonmonetary incentives. Using the theories of goal-setting and change (Locke & Latham, 2006; Stein, 2019), it was critical to assess teachers' and campus administrators' perceptions of nonmonetary incentives and which they preferred in support of their instructional effectiveness and job satisfaction. The purpose of this basic qualitative study was to understand rural Texas teachers' and campus administrators' perceptions of the impact of nonmonetary incentives to support instructional effectiveness and job satisfaction. A basic qualitative design was used to sample 15 rural teachers and campus administrators from one rural school district in northwestern Texas. Findings revealed several factors contributing to educator retention and job satisfaction issues; most participants found nonmonetary incentives to be effective, listing several options for potential future application, and many participants value happiness over financial gain. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]