This quantitative study investigated whether teachers' perceptions on principal leadership, teacher leadership, student discipline, and teacher retention exhibited significant differences based on two school conditions: school growth status and school performance grade in low-performing elementary schools across North Carolina. The study analyzed responses from 11,018 certified teachers across 293 qualified schools. A 2x2 factorial MANOVA revealed statistically significant differences in teacher leadership and teacher retention related to school performance grade and its interaction with the school growth status. However, no significant differences were found regarding the principal leadership and student discipline domains. Findings highlighted the importance of supporting teacher leadership to help retain more teachers in the field, especially in schools struggling with academic performance. Limitations and implications for educational policies, leadership practices, and future research are discussed to emphasize the challenges faced in low-performing schools.