Dissertation (MA Education)The present study investigated the influence of school culture on teachers’ professional commitment to community secondary school in Tanzania, particularly in Singida Municipality. It addressed three questions: what are teachers’ understanding of professional commitment in the teaching profession and their willingness to adhere to it? What are the influences of school culture (in relation to teachers’ collegiality, leadership, students and parents) on teachers’ professional commitment and what are challenges facing the process of nurturing a positive school culture? The study adopted a cross-sectional survey designed with a mixed method approach. Participants of the study were parents, teachers, students and head of schools from which interviews, questionnaires and documentary reviews were applied to collect data. Findings of the study indicate that teachers understanding about commitment in the teaching profession is multidimensional, based on emotional attachment, engagement and dedication of extra time and efforts. Through critical analysis, teachers’ willingness to adhere to the teaching profession is low and recorded very low in poorly performing schools compared to their counterpart. It also recorded that school culture influences professional commitment among teachers; however, the study identified many challenges facing the building of school culture which includes poor relationships, financial problems, and inadequacy of resources, absenteeism among teachers and students and home-school distance. The study concludes that a positive school culture among community secondary school has a positive impact on teachers and therefore, it is suggested that in order for effective participation of teachers in their daily activities, school culture should be given the first priority as it is a key ingredient to teachers performance and commitment.