This study approaches the idea of teachers’ commitment to stay at their job by considering their perceptions of efforts by leadership to support working conditions in schools. Data from 85,000 teachers from the 2016 school year in North Carolina were used in the mediation analysis. Results show that administrative effort had a direct effect on teachers’ commitment to stay. This effort was mediated by how teachers view the working conditions in their schools, and new and veteran teachers view the impact of administrative effort on their commitment to stay in a similar manner. Policy implications are discussed, along with suggestions for unpacking these data to reveal a more discreet understanding of the internal dynamics of schools.