The purpose of this Action Research study was to explore the influence of leadership roles on the persistence of early-career public school teachers in a large suburban school district on the East Coast of the United States. By examining teacher retention and expanding teacher-leadership skills for teachers in their second and third years, the study found that job satisfaction and commitment were positively influenced by fostering a sense of ownership, professional growth, and community. Cycle 1 involved collecting data from second- and third-year teachers, Department Chairs, Assistant Principals, Principals, and Regional Superintendents to examine challenges and drivers of teacher persistence, leadership skills, and the school system's readiness to support teacher-leadership An Action Step was designed, implemented, and evaluated in Cycle 2 -- a Teacher-Leadership Course -- aimed to support early-career teachers in understanding their leadership roles. Participants explored topics such as problem-solving, communication, relationship building, conflict navigation, current leadership trends, and organizational structure. Evaluation of the Action Step revealed that participants developed leadership skills, gained clarity about their roles, enhanced confidence and resilience, and fostered a supportive community. This contributed to their job satisfaction and future aspirations. Implications for the organization included a better understanding of factors affecting teacher retention and the enhanced development of leadership skills for early-career teachers, promoting inclusive leadership and professional growth. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]