The purpose of this study was to explore how school administrators approach human capital development as a means to foster teacher retention and promote professional growth within their institutions. This study adopted a qualitative phenomenological research design to delve into the lived experiences of school leaders in managing resource allocation in under-resourced schools. The participants for this study were the eight (8) administrative officials selected through purposive sampling, which was an intentional approach to ensure that individuals who met specific criteria are included in the research. The findings of this study is that when investing in teachers through strategic leadership and responsive development programs is key to building a stable and motivated teaching workforce. When leaders support reforms, provide tailored training, and prioritize teacher well-being, they create a positive environment that enhances performance and retention. Low-cost, peer-led models and clear career pathways further support growth, while visionary leadership that fosters unity and purpose strengthens both teacher identity and the school community.