Two types of teacher workplace commitment-organizational commitment and commitment to student learning-were studied in 63 urban elementary and middle schools, with all data analyzed at the school level. Schools high in organizational commitment tended to (a) serve educationally advantaged students, (b) exhibit orderly school climates conducive to learning, and (c) involve teachers more in school decision making. The latter two alterable working conditions were predictive of organizational commitment after controlling for student background. Organizational commitment was positively related to student achievement. It was also positively related to teacher job and career satisfaction, feelings of efficacy as a teacher, and teacher expectations for student success. Overall, weaker relationships were found between commitment to student learning and predictor variables. Schools high in this type of commitment tended to serve educationally disadvantaged students. Surprisingly, there was only a weak relationship between commitment to student learning and student achievement. Follow-up case studies focused on uncovering the mechanisms by which organizational commitment is formed and enhanced in inner-city elementary schools. Five mechanisms were identified: job renewal, professional fulfillment, collaborative leadership, school learning climate, and student achievement. The study draws implications for improving teacher commitment and reforming schools, particularly in inner cities.

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