This study investigated the effects of occupational stress, burnout, and change fatigue on quiet quitting among teachers. The study adopted a cross-sectional design and hierarchical regression analysis. The sample was reached through convenience sampling method and included 366 teachers (185 male [50.5 %] and 181 female) aged between 21 and 59 years (M = 36.25, SD = 6.13). Data were collected using the Quiet Quitting Scale (QQS), Perceived Occupational Stress Scale (POSS), Job-Related Emotional Exhaustion Scale (J-REES), Change Fatigue Scale (CFS), and a demographics information form. The analysis was conducted on the SPSS 25. The findings suggested positive and significant relationships among occupational stress, burnout, change fatigue, and quiet quitting. Hierarchical regression analysis revealed that occupational stress, burnout, and change fatigue explained 35 % of the variance in quiet quitting. The findings also suggested that higher levels of occupational stress, burnout, and change fatigue significantly and positively influenced quiet quitting, identifying them as its predictors. These findings highlight the significance of implementing programs and interventions to reduce occupational stress, burnout, and change fatigue among teachers and mitigate quiet quitting.