This study determined the relationship between decision making and work commitment in attaining better school performance outcomes. The descriptive-correlational research design was used and statistical tools such as Pearson r correlational analysis were utilized to test the relationship between the independent and dependent variables. The hypothesis testing revealed significant relationship between decision making of the school heads and teachers to school performance outcomes. In addition, there is a significant relationship between teachers work commitment and school performance outcomes. Furthermore, decision making of the school heads and teachers in terms of autocratic, informed-autocratic, individual-consultative, group-consultative and group-agreement were observed to a moderate extent. The work commitment of the teachers regarding job satisfaction, job performance, organizational culture and intrinsic motivation were highly committed. Based on the findings, the school performance outcomes performed excellently in terms of curriculum and instruction, assessment and accountability, teacher effectiveness, professional development, family involvement, stakeholder engagement, effective leadership, organization and structure and sustainability. The study implies that decision making style is important factor to school performance outcomes. Group decision-making styles are positively associated with better school performance outcomes. Also, this implies that work commitment is important factor in school performance outcomes. High levels of work commitment particularly in job performance and intrinsic motivation are positively associated with better school performance outcomes.