This study aimed at investigating the relationship among teachers’ professional commitment, job satisfaction, organizational citizen ship behavior and turn over intention at Woreta town administration public secondary and preparatory school. A total of 135 participants (94 males and 41 females) were included in the investigation. Proportional stratified sampling was applied to get proportional number of male and female participants. Total samples were proportionally classified based on teachers’ total population and gender in the school under study. Then after, teachers’ were selected by a random list of table method. Questionnaire with 5point Likert scale were used to measure teachers professional commitment, job satisfaction, organizational citizenship behavior and turn over intention. The Cronbach alpha reliability estimates were 0.788, 0.89, 0.779and 0.827 for professional commitment, job satisfaction, organizational citizenship behavior and turn over intention items respectively. One sample test, Independent sample t-test, Pearson product moment correlation coefficient and Multiple linear regression was applied in searching answers for research questions and all significant tests were made at α=0.05. Results of one sample test of professional commitment pointed out that the teachers agreed for having professional commitment in their schools and the results of job satisfaction demonstrated that those teachers were not satisfied in the study area. Besides to this, the results of one sample test of OCB indicated that teachers exhibiting organizational citizenship behavior. Lastly, the result of turnover intention indicated that teachers didn’t report either to leave or stay in their organization or profession. On the other hand, the outcome of independent sample t –test showed that there was no statistically significant mean score gender difference between male and female teachers’ professional commitment, job satisfaction, organizational citizenship behaviors and turn over intention. The Pearson product moment correlation revealed that there statistically a significant positive relationship between teachers’ professional commitment and job satisfaction (r=.475, p<.05), professional commitment and organizational citizenship behavior (r=.272, p<.05); there was a significant negative relationship between teachers’ professional commitment and turnover intention (r=-.265, p<.05). On the contrary, the correlational analysis indicated no significant relationship between job satisfaction and organizational citizenship behavior (r=.147, p>.05), job satisfaction and turnover intention (r= -.056, p>.05) and organizational citizenship behavior and turnover intention (r=.155, p>.05). Results of multiple-linear regression analysis attested that teachers’ professional commitment (β =-.371, t=-3.895, p<.05) had a significant negative influence on teachers’ turnover intention. On contrary, the results also showed that organizational citizenship behavior (β =2.243, t=2.874, p<.05) had a significant positive influence on teachers’ turnover intention. Exceptionally, teachers job satisfaction ((β =.084, t.905, p>.05) didn’t have significant effect on teachers’ turnover intention. Thus, the researcher recommends that effort should be made by concerned bodies to increase teachers’ overall job satisfaction where by increasing teachers’ emotional attachment with their profession.