This study examines the relationship between organizational climate and teachers' commitment as correlates of public school performance in the District of San Narciso, Quezon. Using a descriptive- correlational research design, data were collected from 101 public school teachers through a questionnaire. The study focuses on four key dimensions of organizational climate: collegial leadership, teacher professionalism, academic press, and institutional vulnerability, and their influence on teacher commitment: affective, continuance, and normative, affecting school performance. The findings showed that a strong organizational climate and collegial leadership were correlated with teacher commitment and school performance. Academic press was positively related to student performance, and institutional vulnerability indicated a school's ability to participate in external pressures. The findings of this study emphasize the importance of establishing a positive organizational climate, enhancing teachers' professionalism, and strengthening leadership behaviors, which contribute to teacher satisfaction, student achievement, and school performance. School administrators should prioritize professional development, leadership practices, and the adaptation of external challenges as more important to improving school performance.