The study sought to investigate the perceived influence of teachers teaching commitment on student’s academic performance in technical colleges in Rivers State. Four research questions were raised which guided the study. The study adopted the descriptive survey research design. The study population was 153 academic staff, which comprised 12 school administrators (principals and vice principals) and 141 teachers drawn from four government technical colleges in Rivers State. The entire population was of manageable size; hence they were used as respondents without sampling. The instrument for data collection was a self-structured questionnaire which was validated by three experts with reliability coefficient index values of .72, .87, .89 & .91 respectively for the four sections of the instrument which was considered sufficient for the study. Data were analysed using descriptive statistic Mean and Standard deviation to answer the research questions. Items with a mean of 2.50 and above were regarded as agreed while items with a mean ranging from 2.49 and below was regarded as disagree.  Findings of the study revealed that perceived, affective, continuance and normative teaching commitments of teachers influence students’ academic performance in technical colleges in Rivers State. In conclusion, the results of the study demonstrated that teachers’ commitment towards their school was only at average. Hence, it was recommended amongst other things that policy interventions on salary structures should be undertaken to encourage higher levels of commitment among teachers.