This study determined the relationships of leadership behavior, organizational citizenship behavior and organizational justice on faculty turnover and explored the best fit model of faculty turnover in Region XI. This quantitative study utilized the descriptive correlational method. The selection of participants was limited only to all full-time faculty members teaching in higher education institutions in Region XI. It also included full-time staff acting as faculty. Mean, Pearson Product-Moment Correlation and multiple regression analysis were used as statistical tools. Lastly, the path analysis was employed to assess the causal-relationships among the hypothesized models and to determine the best fit model of faculty turnover intention. The results yielded that only leadership behavior had significant influence on the turnover intention of teachers. The leadership behavior of fulltime teachers was oftentimes evident in the academe emphasizing that the most important role of ensuring social justice in schools was the responsibility of school administrators. Turnover intention offered a new perspective and may imply that even satisfied employees may decide to quit their jobs. An increase in leadership behavior would also contrarily decrease the turnover intention of faculty; organizational citizenship behavior would likely reduce the turnover intention of teachers; and, improved organizational justice would also likely decrease turnover intention of faculty. The results of regression analysis showed no direct effect of organizational justice and organizational citizenship behavior on turnover intention.