This study explored if and how principal practices from diverse leadership models could be integrated to predict burned out, ineffective, overextended, or engaged teachers. This unique approach produced an actionable blend of practices and the frequency explaining teacher outcomes. A sample of 240 teachers rated frequency of 58 principal practices via an online survey. Discriminant function analysis produced two integrated functions which improved prediction of teacher outcomes. The optimal frequency was "sometimes." Function two, "community learning," had optimal impact on teachers when engaged "frequently." Both functions were needed to predict "engaged" teachers. [Abstract modified by ERIC.]