Dissertation (MA Education)This research study explores the perceived influence of teacher commitment to teaching on students‟ performance. The objectives of the study were to: (a) Identify various duties performed by normal teachers in ward secondary schools; (b) Investigate the level of teacher commitment towards teaching; (c) Find out the impact of teacher commitment towards student performance; and (d) Propose strategies towards improving high level of commitment of teachers in ward secondary school in Tanzania. Four selected ward secondary schools, 64 students, and 24 teachers from Musoma Municipality were involved in the study. The study was mainly qualitative that was supported by few quantitative data. Data were gathered through unstructured and structured interviews protocols, close-ended and open-ended questionnaires and documentary reviews. Analysis of data was done through descriptive explanatory approach. Findings and observations from the study revealed that students‟ academic performance decreased continuously from year to year due to lack of teacher commitment to teaching. The major contributing factor for loss of teacher commitment was shortage of teachers which caused the escalation of teachers‟ duties to teaching activities. Teachers were obliged to administration duties which finally impeded them from dealing with classroom instruction effectively. The study concludes that teacher commitment to teaching is the most important factor which influences students‟ academic performance in any education system.