Nationwide there is a teacher shortage crisis. This study underscored the urgency of addressing teacher attrition, specifically among novice teachers in Connecticut. It explored the lived experiences of school administrators guided by theoretical frameworks such as the two-factor theory, human capital theory, resiliency theory, and expectancy-value theory to unravel the multifaceted factors contributing to the phenomenon. There is a necessity to understand the root causes of novice teacher attrition as there are high costs associated, including impacts on student achievement and lost professional development. The study investigated the non-performance-related factors affecting novice teacher attrition, exploring the perspectives of Connecticut school administrators through a survey, interviews and a focus group. This study employed a phenomenological explanatory sequential mixed methods design to comprehensively capture administrators' perspectives, ensuring data triangulation for a nuanced understanding. The study replicated previous research conducted in rural, central Minnesota schools by Patrick Sutlief (2019) and extended the research with an emphasis on the significant increase in teacher turnover since the onset of the pandemic. Thus, gaining comparative insights across geographical contexts. In this study, the research questions explored administrators' lived experiences on the non-performance-related factors that impact novice teacher attrition. This included the influence of mentorship programs, and the manifestation of grit and resiliency in a new teacher's decision to leave. The study hypothesized a significant relationship between various factors and novice teacher attrition, with independent variables including causal factors perceived by school administrators and dependent variables being the belief in the significance of these factors in causing novice teachers to leave. For this phenomenological explanatory sequential mixed-methods study, the quantitative component targeted all Connecticut public school administrators, totaling 2,150 FTEs, through the use of convenience sampling by distribution of a survey (EdSight data, n.d.). The qualitative component of the study involved semi-structured interviews with 8 school administrators and a focus group of 6 administrators through purposeful sampling to capture diverse perspectives. Creswell and Poth's (2018) recommendation of interviewing 5 to 25 individuals, helps to achieve a comprehensive understanding of the topic. The study divulged critical insights into the phenomenon of novice teacher attrition. Results found inadequate salary, challenging student behavior, and insufficient parental support significantly contributed to novice teacher attrition. Targeted interventions were recommended, such as classroom environment and management training, increased resiliency professional development, increased starting salary, enhanced mentorship program and increased administrative support could aid in mitigating these issues. The study accentuates the impacts of the COVID-19 pandemic. Through comparative analysis to Sutlief (2019) student behavior and discipline issues have increased their impact on teacher attrition dramatically. Findings from this study provided actionable insights to improve policy and practice to drive systemic change with the aim of increasing teacher retention, as well as workforce stabilization. [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.]