Purpose: In this paper, we explore the effects of leader-malleable school conditions on the stability of a building-level teacher corps. We conceptualize "teacher corps stability" as a school-level continuity of faculty along with a set of hospitable, antecedent conditions associated with enduring work group collaboration which have consequences for school effectiveness. Based upon this definition, we identify a set of leader-malleable school conditions, both instrumental (structural/leadership oriented) and expressive (composed of affective climate indicators associated with teacher commitment to school success) likely related to year-to-year stability of a school's faculty. Design/Methodology/Approach: Using a structural equation modeling (SEM) approach, we tested our hypothesized model of teacher corps stability on data from a large, urban district with over 2,500 teachers in 74 schools in the southwestern United States. We employed Confirmatory Factor Analysis (CFA) for specification of the instrumental and expressive latent variables, these were then re-specified as observed variables in an SEM path analysis of teacher corps stability while controlling for important school characteristics. Findings: Our path model of teacher corps stability explained 37% of the variance in teacher corps stability from the 2013-2014 to 2014-2015 academic year. Our findings reveal an average retention of 2.5 more teachers per school for each standard deviation increase in the expressive antecedents of teachers. Originality/Value: In contrast to policy solutions to teacher turnover--which are largely out of the hands of local education agencies--a leader's attention to specific malleable organizational structures and climate conditions within their school can measurably affect teacher corps stability a vital resource for school improvement.