Teacher attrition is a significant issue in charter schools, particularly among Early Career Elementary Charter School Teachers. The high attrition rate intensifies issues, including increased burdens on remaining staff and a potential decline in the quality of instruction. This qualitative phenomenological study explored the influence of administrative leadership styles on teacher attrition among ECTs in New York City. Guided by the Job Demands-Resources (JD-R) Model, the study examined how the balance between job demands and available resources impacted teacher's decisions to stay or leave their positions. The study employed a qualitative phenomenological methodology, focusing on the lived experiences of ECTs and their administrators. A total of 14 participants were included, including both ECTs and charter school administrators. Data was collected through semi-structured interviews conducted via Zoom. The research was guided by three questions: (1) How do ECTs describe and interpret their experiences with their administrator's leadership styles, and how do these experiences influence their decisions about staying or leaving? (2) How do charter school administrators describe their lived experiences and perceptions of leading ECTs using different leadership styles? (3) How do ECT's perceptions and experiences of their administrator's leadership styles shape their job satisfaction and decisions about continuing or leaving their positions? The thematic analysis methodologies identified vital themes such as Communication and Transparency, Professional Development and Growth, Support and Guidance, Leadership Style and Administrative Practices, and Work-Life Balance and Job Satisfaction. Recommendations for future research are to explore the long-term effects of leadership styles on teacher retention. [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.]