This study examined the relationship between professional development programs and teacher retention among 116 Grade 8 teachers in the Division of Davao del Norte. Using a descriptive-correlational research design, validated survey instruments were administered, and data were analyzed using weighted mean, Pearson product-moment correlation, and regression analysis. The results revealed that the extent of both professional development programs and teacher retention was at an extensive level. All domains of professional development, including thematic knowledge, learning environment, cooperation, educational technology, research-based practices, educational planning, evaluation, and development of human resources, were significantly related to teacher retention. Furthermore, regression analysis showed that these domains significantly influenced retention, with the learning environment having the strongest predictive value. The findings confirmed that well-designed, relevant, and supportive professional development programs enhance teacher engagement and commitment, thus improving retention. The results align with social learning theory, experiential learning theory, and andragogy, which collectively emphasize learning through interaction, reflection, and practical application. The study concludes that comprehensive and continuous professional development is vital in maintaining a stable and high-performing teaching workforce. Recommendations were made for DepEd officials, school administrators, teachers, and future researchers to enhance professional development structures as a strategic approach to improving teacher retention.