ABSTRACT The purpose of this study is to examine the relationship between teachers' perceptions of school climate and their levels of organizational commitment. Conducted using quantitative research methods, the study was carried out using data obtained from a total of 363 teachers working at different levels. The organizational commitment scale and the general and sub-dimensions of the organizational climate scale were used as data collection tools, and descriptive statistics, t-test, one-way ANOVA, Pearson correlation coefficient, and multiple linear regression methods were applied in the analyses. The findings show that teachers' perceptions of organizational climate are generally high and that their organizational commitment varies between medium and high levels. According to the correlation analysis, positive and significant relationships were found between all dimensions of school climate and organizational commitment. The regression analysis revealed that the dimensions of ‘leadership and interaction’ and ‘democracy and commitment to the school’ significantly predicted organizational commitment. Furthermore, comparisons based on demographic variables revealed significant differences in commitment levels depending on marital status and years of service. The results obtained reveal that a positive school climate plays a critical role in strengthening teacher commitment. Keywords: Organizational Climate, Organizational Commitment, Teachers, School Environment, Leadership, Democracy.