The purpose of this mixed methods study was to identify factors that lead to job satisfaction and the specific practices that make a difference in workplace satisfaction among teachers in order to increase educator retention. Understanding these characteristics is critical to determining the impact they have on reducing the rate of teacher attrition in Kentucky's public school districts. Based on previous studies, the primary focus of this research was the impact that school leadership and culture have on the job satisfaction of teachers. As researchers, it was our belief that school leadership has a significant role in determining culture; and that support from school administration is critical to workplace satisfaction for teachers. Complex relationships exist between schools, administrators, teachers, communities, and others that are different for teachers in rural and urban settings. Through this study, factors were identified by teachers in both rural and urban schools, and then compared. Themes related to job satisfaction emerged from data collected through a teacher survey. As Kentucky school leaders look for ways to address the teacher shortage in urban and rural areas, results from this study provide an inside look into practices that impact teacher attrition and retention. [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.]