This study examined how workplace culture and organizational commitment influence teachers motivation and performance. Using a quantitative-descriptive-correlational design, data were collected from 119 teachers in medium-sized schools under the Nagcarlan Sub-Office, Division of Laguna, through a validated questionnaire. Statistical tools such as mean, standard deviation, and Pearson product-moment correlation were used to determine the strength and significance of relationships among the variables. Results revealed that teachers perceived a positive workplace culture and high levels of organizational commitment, motivation, and work performance. A significant positive correlation between workplace culture and both motivation and performance, particularly in dominant characteristics. Organizational commitment, particularly the normative aspect, was positively linked to teachers motivation and work performance, while continuance commitment showed the weak positive correlation.  The study highlights the importance of a supportive, collaborative school culture and strong emotional and moral ties to the organization in support to teachers motivation and performance. It recommends implementing leadership development programs for school leaders, establishing support initiatives to enhance teacher commitment, and introducing comprehensive teacher support and wellness programs to address motivation and performance, all aimed at fostering a more supportive and effective educational environment.

workplace culture

organizational commitment

teachers’ motivation

teachers’ performance