In this study, we examine teachers' perceptions concerning the relative importance of different administrative supports for teacher retention across school levels (i.e., middle and high schools), retention status (i.e., low or high), and locale (i.e., rural and urban). Results from our Best--Worst Scaling analyses, with a sample of 178 South Carolina teachers from 12 schools, indicate respect as the most important type of administrative support for the full teacher sample, and subgroups (school type, retention status, locale). The relative importance of other types of supports suggested heterogeneity across settings. Results are supplemented with qualitative teacher interview data.