We analyzed relations between teachers’ perception of the school goal structure, workload, self-efficacy, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Participants were 760 Norwegian teachers from grade 1 to 10. Data were analyzed using confirmatory factor analysis and structural equation modeling. We found two main routes to motivation to leave, one from the perception of a learning goal structure via teacher self-efficacy and job satisfaction, leading to lower motivation to leave, and another from the perception of a performance goal structure via increased workload and emotional exhaustion, leading to higher motivation to leave. •We measured teacher perception of the school goal structure.•A learning structure predicted lower motivation to leave the teaching profession.•This association was mediated through higher self-efficacy and job satisfaction.•A performance structure predicted higher motivation to leave the profession.•This association was mediated through higher workload and emotional exhaustion.