Teacher turnover remains a critical issue in the Department of Education, Ormoc City Division, affecting school stability, instructional quality, and student learning outcomes. This study examines the relationship between Human Resource Management (HRM) practices, job satisfaction, and turnover intention among teachers in three central elementary schools. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study evaluates key HRM strategies, including compensation, work environment, and professional development, and their impact on teacher retention. Findings reveal that current compensation practices do not effectively reduce turnover intention unless they lead to higher job satisfaction. Additionally, a positive working environment significantly enhances job satisfaction and decreases turnover rates. The structural model results emphasize the strong direct and indirect effects of HRM practices on teacher commitment. The study underscores the need for increased investment in better teaching facilities and resources to improve workplace conditions. Practical recommendations include revising HRM policies to enhance job satisfaction, implementing targeted interventions to reduce teacher attrition costs, and conducting further research on the influence of national policies on teacher retention. By bridging gaps in understanding HRM’s role in education, this study provides valuable insights for policymakers and administrators in strengthening teacher retention strategies.