In light of the COVID-19 pandemic, teacher retention rates have declined across the country. This alarming trend shines a light on the teaching profession as there are fewer aspiring teachers who are prepared each year. One focal point is how working conditions influence a teachers intent to stay. Collective Efficacy is an extension of teacher working conditions and school climate. To understand teachers' intent to stay, this study investigated the relationship of Collective Efficacy on teacher intent to stay in a post-COVID-19 era. This study focused on 19 pre-selected districts in Iowa. Teachers were emailed a unique link that allowed them to answer quantitative questions regarding Collective Efficacy, teacher retention, school safety, autonomy, and perceived support during the COVID-19 pandemic Analyses were conducted utilizing mixed-level modeling using level 1 (teacher) and level 2 (school) variables, using teacher intent to stay and Collective Efficacy as the outcome variables. The evidence suggests a positive and statistically significant relationship between Collective Efficacy and teacher intent to stay. In other words, the higher the Collective Efficacy score among staff, their rated intent to stay is higher. The analyses suggested that when intent to stay is utilized as a level 1 (teacher) outcome variable, COVID-19 (a measurement of the support teachers felt when teaching during the pandemic), Teacher Follow-Up Survey (also known as TFS, is a measurement of school safety, autonomy, and school culture), and Collective Efficacy are statistically significant. Collective Efficacy was run in a nested model as a level 2 (school) outcome variable and it was found to have statistically significant relationships with (level 1 variables) COVID-19, TFS, and Teacher Intent to Stay. At the school level, ELA and Mathematics have a positive, statistically significant relationship with CE. These findings demonstrate the significance of school leaders to emphasize a positive school climate, effective support, and working conditions that teachers value in an effort to stay in the teaching profession. [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.]