Working conditions significantly influence teachers' job satisfaction and their decisions to stay in their roles, and are closely tied to student learning conditions. The South Carolina Teacher Working Conditions Survey (SCTWCS) was developed to better understand teachers' experiences in their schools and the factors that influence their workplace satisfaction and career decisions. These insights can inform targeted policies and practices to improve school environments for both educators and students. SC TEACHER designed the SCTWCS to include 10 areas of working conditions--six resources and four demands--with job satisfaction and intent to stay in the profession as outcomes. For novice teachers, three areas of mentor support (mentor instructional support, mentor non-instructional support, and proximity) are also included. In the 2025 administration, 54 of the state's 72 traditional school districts (75%) participated, along with five of the six specialty schools and two of the three charter districts. Of the 41,888 teachers invited to participate, 24,913 responded (59.5% response rate), providing a comprehensive picture of teaching conditions across 1,034 schools. Among the most notable findings, coworker support received the highest overall rating from teachers but had the weakest relationship with job satisfaction and intent to stay. In contrast, administrative support emerged as one of the strongest predictors of both outcomes, reinforcing its importance as a leverage point for school and district leaders. While student engagement and behavior were the most frequently reported demands, workload and organizational demands had stronger links to whether teachers intended to stay in the profession. These patterns highlight the need to consider both the frequency and perceived impact of demands in efforts to improve retention.