Over the past 25 years school violence in the form of active shootings has steadily increased in frequency and devastation. Schools across the United States have leveraged a multitude of security mechanisms and philosophies to stop active shooter violence. The 2020 COVID pandemic further ignited violence within the schools and a rise in teacher concealed carry policies was seen throughout those states that allowed for such policies. The topic of teacher concealed carry has limited research and this study sought to fill a gap in literature pertaining to K-12 public educator perceptions of safety in schools that had a teacher concealed carry policy versus those that did not. This causal-comparative study sought to test the protection motivation theory and cognitive appraisal theory, comparing the perceptions of safety for educators with a teacher concealed carry policy and those without them in the areas of general safety, individual safety, and safety of administrator only carry versus teacher carry policies. A statewide survey was distributed to K-12 public educators in Missouri, a teacher concealed carry permitted state. Findings indicated there was a statistically significant difference between those that did not have a policy and those that did in the areas of general safety and administrator only carry versus educator carry policies. [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.]