The aim of this research is to reveal the relations between the school culture and the teachers' organizational commitment in terms of some demographic variables. Correlational survey and descriptive models were used in the study. The population of the research consists of teachers working in the central districts of Antalya in the 2020-2021 academic year. Its sampling consists of 198 teachers determined with purposive sampling methods. In the study, the "Organizational Commitment Scale" developed by Meyer and Allen (1996) and the "Organizational Culture Scale" developed by Terzi (2005) were used as data collection tools. The data collection tool used to determine the level of organizational commitment is a 5-point Likert- type scale consisting of 18 items in 3 subdimensions [Affective (6 items, Continuance (6 items) and Normative (6 items)]. The data collection tool used to determine school culture is a 5-point Likert scale consisting of 29 items in 4 sub-dimensions [Support (8 items), Success (6 items), Bureaucratic (9 items) and Duty (6 items)]. In this study, the Cronbach alpha reliability coefficient for the whole organizational commitment scale was calculated as .84; The Cronbach alpha reliability coefficient for the whole school culture scale was calculated as .89. For the analysis of data, frequency, percentage, arithmetic mean, standard deviation, unpaired t test, ANOVA, Pearson correlation and hierarchical multiple linear regression analysis were applied. As a result of the research, it has been observed that the average of women of the school culture in all dimensions is higher than that of men. It has been concluded that male teachers show higher commitment than female teachers in normative commitment, which is one of the dimensions of organizational commitment. It has been concluded that teachers with more than 11 working years have higher commitment than teachers with 0-5 working years in the affective commitment dimension, which is one of the organizational commitment dimensions. It has also been concluded that the dimensions of success, duty and bureaucracy culture are important predictors of affective commitment, bureaucratic culture dimension is an important predictor of continuance and success culture dimension is an important predictor of normative commitment.