The annual rate of turnover in the teaching profession is significantly rising. Teachers in schools around the United States have raised concerns about being overworked, lacking motivation, experiencing a loss of support, and becoming disillusioned with a career they previously cherished. The purpose of this study was to explore teachers' perceptions of the role that teacher morale plays on teacher effectiveness in a selected charter high school in the mid- Atlantic metro region. This qualitative case study explored the lived experiences of twelve secondary teachers from a public charter school, through semi-structured interviews. The personal experiences shared by the participants provided much needed insight into the actions and behaviors that increased or reduced teacher morale. The research revealed identified four primary and ten secondary themes that answered the three research questions on teacher morale. These main themes are relationships with others, acknowledgements from others, organizational changes and challenges faced by teachers. Various considerations emerged regarding school leaders' daily actions and students' behaviors that affected teacher morale. High quality, motivated teachers are required to implement strategies to address the unprecedented academic, emotional, and social difficulties that they face on a daily basis. Discussions and consideration of these findings which were shared could help school leaders in education boost teacher morale and possibly increase teacher retention. Limitations of the study along with recommendations for further studies on teacher morale were also shared based on the information gathered from this study. [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.]