eng Science and Education Publishing American Journal of Educational Research 2327-6150 2025-08-19 13 8 391 396 10.12691/education-13-8-2 EDUCATION20251382 article Mahadeb Chattopadhyay educhemchatterjee@gmail.com 1 Sunil Kumar Baskey 2 Mousumi Parvin 3 Pallabi Banerjee 4 Arna Koner 5 Associate Professor &HoD, M.Ed. Department, Rajendra Academy For Teachers¡¯ Education, Durgapur, West Bengal, India 1Orcid ID: 0009-0009-4063-2532 Assistant Professor, Department of Education, RabindraBharati University, Kolkata, West Bengal, India 2Orcid ID: 0000-0003-4330-8702 Assistant Professor, B.Ed. Department, NetajiSubhas Chandra Bose Teachers Training College, Raiganj, West Bengal, India Assistant Professor, M.Ed. Dept., Rajendra Academy For Teachers¡¯ Education, Durgapur, West Bengal, India M.Ed. Scholar, Rajendra Academy For Teachers¡¯ Education, Durgapur, West Bengal, India The study was conducted to assess the degree of relationship between effectiveness and organizational commitment of school teachers. The data were collected randomly by selecting 168 secondary school teachers from different schools in Balurghat block through the use of the Teacher Effectiveness Scale by Kumar and Mutha and Teacher¡¯s Organizational Commitment Scale by Jamal and Raheem. The sample consisted of 55.95% male teachers and 44.05% female teachers. The descriptive survey method was employed to carry out this quantitative research. The findings revealed that a significant high positive correlation (r=0.653) exists between personality dimension and Commitment to Teaching Works (CTW) dimension; and a low positive correlation (r=0.396) exists between academic dimension and Commitment to School (CTS) dimension among male teachers. So the most contributing dimension of teacher effectiveness (TE) is personality dimension among male teachers. Whereas, the most contributing dimensions of organizational commitment is Commitment to Teaching Works (CTW) among male teachers. The result also revealed that a significant high positive correlation (r=0.589) exists between academic dimension and Commitment to Teaching Works (CTW) dimension; and a low positive correlation (r=0.306) exists between professional dimension and Commitment to School (CTS) dimension. So the most contributing dimension of teacher effectiveness (TE) is academic dimension among female teachers. Whereas, the most contributing dimensions of organizational commitment is Commitment to Teaching Works (CTW). https://pubs.sciepub.com/education/13/8/2/education-13-8-2.pdf Teacher Effectiveness (TE) School Teacher Organizational Commitment (OC) Secondary School