Teachers have lasting influence on their students, and they are invaluable assets to their schools. However, they are leaving their schools and the profession too frequently. The problem addressed by this study was the shortage of teachers in Arizona charter elementary schools, resulting from low and declining retention rates of early career elementary educators. If the teacher shortage remains unaddressed, students' achievement may continue to suffer. The purpose of this quantitative, correlational study was to determine if a relationship exists for early career elementary charter school teachers in Arizona between teachers' degree of self-efficacy, their perception of school culture, and their level of intent to return to their current school. This study's conceptual framework was the four-capital framework for teacher retention comprised of four well-established theories of capital. A convenience sample of 101 teachers was surveyed using a combined instrument, which included the Teachers' Sense of Efficacy Scale, and the Revised School Level Environment Questionnaire. Participants indicated their level of intent to return to their current school, and the relationship between independent (teachers' self-efficacy, and their perception of school culture) and dependent (teachers intent to return) variables was quantified via a Spearman's correlation test using the Statistical Package for the Social Sciences software. Results showed a statistically significant correlation between teachers' self-efficacy (? or r[subscript s]=0.546; p<0.001) and their perception of school culture (? or r[subscript s]=0.721; p<0.001) relative to their level of intent to return to their current school. The study illustrated how teachers with a greater sense of self-efficacy and a positive perception of school culture are more likely to remain in the profession. Therefore, fostering an improved sense of self-efficacy and perception of school culture may improve teacher retention rates. Six recommendations for future research emerged including the use of regression testing to assess the combined predictive influence of this study's independent variables. [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.]