Purpose: This study investigated how leader characteristics, interpersonal dynamics, and situational context may predict turnover intentions among novice principals and assistant principals. Design/methodology/approach: A quantitative survey was administered to 1,945 novice school leaders in Sweden. Linear regression analysis was conducted to identify factors contributing to turnover intentions and to compare the predictive influences between principals and assistant principals. Findings: The results indicate that leader characteristics such as gender, emotional stability and self-efficacy, interpersonal dynamics like trust and emotional containment and situational context factors including role demands and managerial support, significantly shape turnover intentions. The overall pattern of factors influencing turnover intentions was similar for both principals and assistant principals, with some differences observed. Practical implications: The study underscores the limitations of one-dimensional strategies, advocating for a comprehensive approach to enhancing school leader retention. Effective interventions should address individual attributes, foster trust within teams and strengthen organizational support structures. Originality/value: This research provides fresh insights into the turnover intentions of novice school leaders, emphasizing that a combination of factors across different domains predicts turnover intentions. The findings support the development of multi-faceted, context-sensitive strategies for retaining school leaders.