The phenomenological study explored perceptions of the principal's self-efficacy on teacher retention in hard-to-staff schools in southeast Texas. The participants in this study consisted of eight participants, who are principals with at least 3 years of experience and are Texas residents. Using a phenomenological approach, individual interviews were conducted with eight principals who successfully met the criteria. Based on the findings of the study, it was concluded that shared vision, relational trust, and shared instructional leadership were common themes. In addition, findings showed prior experience and knowledge, modeling, empowerment, support, and climate are common themes perceived by principals to not only build principal efficacy but support for retaining teachers. [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.]