Abstract. Teacher morale and retention have become urgent concerns within modern educational systems, where increasing workloads, changing policy demands, and insufficient administrative support contribute to rising teacher turnover. This study investigates how school leadership practices influence teacher motivation, satisfaction, and long-term commitment. A mixed-methods case study design was applied, combining survey-based quantitative measures with qualitative insights from semi-structured interviews. Findings indicate that transformational and participatory leadership approaches significantly boost morale and retention, while authoritarian and transactional styles tend to decrease job satisfaction and increase attrition risk. The study highlights the necessity of leadership training in emotional intelligence, communication, and collaborative management to strengthen teacher well-being and institutional stability.