This study investigates the impact of power harassment on turnover intentions among teaching faculty, emphasizing the broader phenomenon of workplace bullying and its implications for employee retention. Drawing on a mixed-methods approach, the research aims to delineate the correlation between power harassment, characterized by the misuse of authority and repeated hostile behaviours, and the intention of faculty members to leave their institutions. The study utilizes quantitative data collected through surveys administered to teaching faculty across various educational institutions, alongside qualitative data obtained from in-depth interviews. The findings reveal a significant positive relationship between experiences of power harassment and heightened turnover intentions among teaching faculty. Faculty members subjected to frequent power harassment reported increased psychological distress, job dissatisfaction, and a pronounced desire to seek employment elsewhere. The qualitative insights further highlight the nuanced dynamics of power harassment, uncovering its pervasive impact on the professional and personal lives of faculty members. Moreover, the study underscores the role of institutional support mechanisms, such as effective grievance procedures and counselling services, in mitigating the adverse effects of power harassment. Institutions with robust anti-bullying policies and supportive administrative frameworks exhibited lower turnover intentions among their faculty. The study emphasizes the critical need for educational institutions to address power harassment proactively to enhance employee retention and foster a positive work environment. Recommendations for policy development, administrative training, and faculty support systems are provided to help institutions combat workplace bullying and retain valuable teaching talent.