This dissertation investigates the nuanced factors influencing teacher retention within Title I secondary schools, comparing the perceptions of teachers from traditional teacher preparation programs and alternatively certified pathways. Drawing upon Maslow's Hierarchy of Needs and Herzberg's Two-Factor Theory, the study explores the psychological, social, and professional motivators that impact teachers' decisions to remain in the profession. A mixed-methods approach was employed to gather data from teachers across both subgroups. Quantitative analysis focused on aspects such as psychological and safety needs, belongingness and social needs, hygiene factors, and motivating factors, revealing differential perceptions between the two groups. Qualitative open-ended questions provided rich supportive content, offering deeper insights into the contextual factors shaping teachers' experiences and career decisions. The findings highlight the complex interplay between intrinsic and extrinsic motivators, shedding light on the diverse needs of teachers within Title I secondary schools. Policymakers, administrators, and educational leaders can leverage these insights to design targeted strategies that address the unique challenges faced by teachers in high-needs settings. By fostering supportive work environments and providing opportunities for professional growth, institutions can enhance teacher satisfaction and retention rates, benefiting both educators and students alike. This research can inform evidence-based practices and policies to foster a more supportive and sustainable educational environment within Title I secondary schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]