This project aims to explore the social justice issue of teacher turnover, which contributes to inequity in education by disproportionately affecting minority and low-income students. This project will examine how teachers' relationships with administration, colleagues (other teachers), and students relate to their turnover potential. Specifically, this project will examine whether there is a significant difference in the relationship of turnover and interpersonal relations at schools with both high concentrations of minority, low-income, and low-achieving students as well low concentrations of minority, low-income, and low-achieving students.