Unfavorable workplace environments are believed to increase teachers’ propensity to leave the profession, thus threatening the continuity and quality of educational service delivery. In view of this, the present study investigated how key workplace environmental factors namely self-realization, workload, and interpersonal conflict predict turnover intention among secondary school teachers within the Keffi Educational Zone, Nasarawa State, Nigeria. A quantitative cross-sectional survey design was adopted.

The population comprised secondary school teachers across Keffi Educational Zone, from which a sample of 106 respondents was selected using a stratified random sampling technique to ensure representativeness across schools. Data were collected through a standardized questionnaire assessing workplace environment dimensions and turnover intention, and were analyzed using multiple regression analysis and univariate analysis of variance (ANOVA) via the Statistical Package for the Social Sciences (SPSS, Version 25). Results from the multiple regression analysis revealed that workplace environment significantly predicted turnover intention among teachers, , , , .

This indicates that self-realization, workload, and conflict jointly accounted for 83.6% of the variance in turnover intention. Specifically, self-realization (â = .628, t = 6.519, p < .001), workload (â = –.355, t = –3.063, p < .01), and conflict (â = –.579, t = –3.375, p < .01) independently contributed significantly to predicting turnover intention. However, ANOVA results indicated that age and gender had no significant main or interactive effects on turnover intention among teachers, .

The findings suggest that teachers’ turnover intentions are predominantly shaped by intrinsic and extrinsic aspects of their work environment rather than demographic factors. The study concludes that enhancing teachers’

sense of self-realization, minimizing workload pressure, and reducing workplace conflict can significantly lower turnover intention. It recommends that educational administrators should foster supportive work environments and