As school leaders face ongoing challenges of teacher shortages and novice teachers entering the profession encounter unique trials, it is important to explore which leadership behaviors and practices novice teachers from a campus with higher teacher retention describe as valuable to their support and development. Knowing that leadership support and professional development can improve teachers' pedagogical and instructional practices (Di Domenico et al., 2019), further research needs to be conducted to gather teachers' perceptions about the role leadership strategies have played in their continued growth and development. This study will also explore how these teachers make meaning of such support in relation to their own teaching self-efficacy and their intentions to continue teaching. [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.]