High-quality teachers have been shown to be a foundational component in the success of students in k-12 education. High-quality teacher recruitment, selection, and retention become a cornerstone of a high quality school. The problem, of identifying, hiring, and retaining high quality teachers, is addressed in this dissertation. The school had to replace over half of their teachers in a nine-month period for assorted reasons such as relocation, retirement, and new job opportunities. The new teachers hired in this period had a churn rate of 50%. Administrators reported that this turnover of new teachers was centered on the lack of students achieving positive learning outcomes and the lack of connection to the students The three journal articles investigated how to identify and retain high quality teachers and how high quality teachers impact student and school success and its application in a small private school environment. Quality teachers are the single most important influence on the success of a student and consequently the success and growth of a private school in a competitive environment (Balossi and Hernandez, 2015). Article 1 is An Integrative Review of Literature on definitions of teacher quality using the methods outlined by Torraco (2005,2016). This article shows how an integrative literature review of 382 publications resulted in more than 250 definitions of teacher quality that was subsequently merged into 40 descriptions of teacher quality and lists the characteristics, personal qualities, and skills of high quality teachers. This dissertation addresses a matter of significant importance for one small private school that had to replace a large percent of teachers and had higher than desired churn rates. This dissertation uses a three-article approach to address this problem. The first step in addressing the problem is to have a clear understanding of what is a high quality teacher based on evidence from research. The next step, for this specific setting, is to explore how a variety of stakeholders from a small private preparatory school including administrators, parents, and teachers view high quality teachers. Finally, take the findings from article 1 and article 2 and apply them to create a method to continuously improve the selection and retention of high-quality teachers in a small private preparatory school. Article one is an integrative review of literature that sought to answer the questions: (1) How does the literature define a quality teacher and (2) What are the specific characteristics, personal qualities, and knowledge assets of quality teachers? Article 2 utilized a q-methodology approach to engage key stakeholders: teachers; administrators; and parents to group and prioritize the definitions of a quality teacher. Article 3 describes what is needed to put into practice what is learned from the literature review and Q-Sort methodology using improvement science methodologies such as the Carnegie Foundation "The Six Core Principles of Improvement" (Bryk, Gomez, Grunow, & Lemahieu, 2015) and implemented with the Spiral Human Performance Improvement Model (Marker et al, 2014). Tools such as Plan, Do, Study, Act (PDSA) cycle, and Ishikawa's Fishbone diagram (a.k.a. Cause and Effect Diagram) were used to drill down into causality to create action steps. The school's recruiting and selection process was changed to a Behavior-Based Interviewing method(BBI) using a rubric acquired from the research on the definition of a high quality teacher. [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.]