The article examined the relationship between administrative support and teacher retention in Wakiso district secondary schools. The study adopted a cross-sectional research design. The study used the mixed method, where the qualitative method shall be for the interview guide well as the quantitative method will be employed when teachers are filling questionnaire. Head teachers will be interviewed. The target population entailed all secondary school teachers in the ten selected schools in Wakiso district. According to Wakiso District Education Office (2024), there are approximately 430 teachers across all private secondary schools in Wakiso district. The sample was stratified proportionally to ensure representation from each institution. So 152 teachers (distributed across schools based on their teacher populations). Headteachers/administrators: 10 (all purposively included for qualitative insights). Pearson correlation results show that there is a positive significant relationship between administrative support and teacher retention among teachers (rₛ = 0.612, p < 0.01). The higher the level of administrative support, the higher the retention levels. Therefore, the null hypothesis is rejected and it is concluded that there is a significant positive relationship between administrative support and teacher retention. Interview results revealed that leadership style and administrative support significantly influenced teacher morale and retention. Headteachers who practiced participatory leadership reported higher teacher satisfaction and lower turnover. In contrast, autocratic leadership was linked to frustration and attrition. Senior administrators noted that poor communication from top management demotivated staff. Support in disciplinary and parental conflicts was another critical factor. Teachers were more likely to stay in schools where administration backed them in challenging situations. The hypothesis postulated a significant relationship between administrative support and teacher retention. The quantitative analysis revealed a strong positive correlation (rₛ = 0.612, p < 0.01), leading to the rejection of the null hypothesis. This finding is consistent with a growing body of international and African literature that positions school leadership as a cornerstone of teacher job satisfaction and commitment. Teachers in such environments reported feeling undervalued and disempowered, a sentiment that erodes professional commitment. It was concluded that Administrative leadership is a critical determinant. Supportive, participatory leadership that involves teachers in decision-making and backs them in conflicts fosters a positive school climate and enhances retention. Autocratic and unsupportive leadership, however, fuels dissatisfaction and exit. The study recommended that government must treat the timely payment of teachers’ salaries as a non-negotiable priority. A transparent, digital payroll system with strong accountability mechanisms should be implemented to eliminate the delays of 3-6 months reported in this study.