This study examines teacher leadership profiles and how school-level teacher leadership profiles moderate the relationships between principals' instructional leadership, teacher turnover intention, and classroom instruction limited by student attributes. Using multilevel latent profile analysis, data were collected from 837 teachers across 82 secondary schools in T & uuml;rkiye. The findings revealed three teacher-level profiles: minimally engaged, cautious, and proactive and two school-level profiles reflecting different compositions of these teacher types: cautious participation schools and schools supporting proactive leadership. At the teacher-level, teacher turnover intention was positively associated with classroom instruction limited by student attributes. At the school-level, negative association between instructional leadership and teacher turnover intention was stronger in cautious participation schools. Instructional leadership was also negatively associated with classroom instruction limited by student attributes only in cautious participation schools. These findings suggest that strengthening teacher leadership may be particularly important for improving instructional conditions in more constrained school contexts.