The purpose of this quantitative correlational study was to determine if, and to what extent, correlations existed between K-12 teachers' perceptions of principals' servant leadership behaviors, teachers' trust in administration, and teachers' work engagement in the United States. The theoretical frameworks guiding the research were the Servant Leadership Theory, the conceptual framework of trust, and the work engagement theory which supported the variables outlined in the research. Survey data were collected in the form of K-12 teachers' responses to the Servant Leadership Behavior Scale-6, the Omnibus T Scale, and the Utrecht Work Engagement Scale-17 to address two research questions. The researcher utilized descriptive statistics and the Spearman's rank order correlation analysis to determine the relationship between the variables. Results indicated a statistically significant relationship between principals' servant leadership behaviors and trust in administration as perceived by teachers (r[subscript s] [162] = 0.69, p <0.001) and a statistically significant relationship between principals' servant leadership behaviors and work engagement as perceived by teachers (r[subscript s] [162] = 0.59, p < 0.001). The data from the research may be used to mitigate retention efforts for K-12 schoolteachers to understand teachers' perceptions about principal servant leadership behaviors, teachers' trust in administration, and teachers' work engagement. There is further research on the topic recommended. [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.]