Understanding the extent of teacher turnover and its drivers is a critical step in expanding quality educational services for all children. This study investigates factors associated with preprimary teachers' decisions to leave their teaching positions in a large sample of peri-urban public and private schools in Ghana, where there is high demand for quality education. Approximately 22 % of teachers in the sample left their position within the school year. Psychological well-being—specifically depression and anxiety symptoms and job satisfaction—most strongly predicted turnover and also mediated the association between external personal stressors and turnover. Our findings highlight the need for a holistic approach to teacher support, addressing both personal and professional dimensions to improve retention and educational outcomes.