LAZCANO CASTRO, CHRISTIAN ALFREDOCHRISTIAN ALFREDOLAZCANO CASTROPaulo VolanteXiu Cravens2025-11-202025-11-202025-10-22https://hdl.handle.net/123456789/1155810.1177/17411432251386330This study examines links between principals’ instructional leadership and secondary teachers’ intentions to leave in Chile, Argentina (ACBA), Colombia, and Mexico using TALIS 2018. Applying single-level structural equation models, we find instructional leadership consistently associates with lower exit intentions. Mediation analyses, however, reveal mixed patterns: job satisfaction transmits much of the relationship in several settings, whereas teacher collaboration and self-efficacy show weaker or context-dependent pathways. Taken together, the results underscore that instructional leadership supports retention, but its effects operate through multiple mechanisms across Latin-American systems, requiring tailored implementation and design.</jats:p>Is instructional leadership a retention factor? Cross-cultural examination of teacher turnover intentions in four selected Latin American countriesjournal-article