The aim of the present study was to determine the power of the affective, normative, and continuance commitment of teachers in prediction of teacher effectiveness. Having adopted the relational screening model, the study utilized data collected by the “Organisational Commitment Scale” and the “Teacher Performance Assessment Scale” as administered to a total of 311 teachers in 5 neighbourhoods within Ankara province. Relations between the variables were calculated by parametric tests of t-test, one-way analysis of variance (ANOVA), correlation, and multiple regression analysis. According to the t-test results, unlike the affective commitment, which indicated significant difference by sex, the teachers’ continuance and normative commitment, total commitment, and levels of effectiveness did not indicate significant difference by sex. The one-way analysis of variance (ANOVA) results suggested that the teachers’ organisational commitment levels did not indicate significant difference by seniority in continuance commitment and effectiveness domains while there were significant differences in affective commitment, normative commitment, and total commitment domains. Results of the correlation analysis suggested positive and significant relationships between the teachers’ affective, normative, and continuance commitment and teacher effectiveness. According to the multiple regression analysis, the teachers’ affective and normative commitment was a significant precursor of teacher effectiveness unlike the continuance commitment. The affective and normative commitment of teachers was the determinants of their level of effectiveness. Recommendations as regards improving the level of effectiveness presented in the end of the study.