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Higher education institutions depend on the stability and commitment of their academic workforce to drive knowledge creation and societal progress. However, increasing performance pressures and the demanding nature of academic roles have led to rising turnover intentions among faculty members. This study examines the impact of emotional intelligence (EI) on turnover intentions, specifically exploring the mediating role of job satisfaction among teachers in higher education institutions. Using a quantitative, cross-sectional research design, the study investigates how the ability to perceive, regulate, and utilize emotions influences work attitudes and the decision to remain with an institution. The theoretical framework integrates emotional intelligence theory with attitudinal models of turnover, proposing that EI serves as a critical psychological resource for managing the emotional labour inherent in teaching. The findings indicate that emotional intelligence significantly enhances job satisfaction and individual wellbeing. While EI fosters more favourable work evaluations, the results suggest that its impact on reducing turnover intentions is largely processed through attitudinal pathways such as affective commitment and wellbeing. By fostering adaptive coping strategies and supportive relationships, emotional intelligence helps mitigate withdrawal cognitions and the desire to leave the organization. This research addresses a significant gap by providing an integrated perspective on how individual emotional capabilities contribute to institutional stability in the academic sector.