This study aimed to determine the relationship among locus of control, sense of efficacy, and organizational commitment among teachers at Lezo Integrated School, District of Lezo, Division of Aklan, from December 2023 to January 2024. Using a quantitative correlational design, 45 out of 50 teachers participated through purposive sampling. Data were collected using validated and reliable adapted questionnaires on locus of control, teacher self-efficacy, and organizational commitment. Descriptive statistics such as frequency, percentage, mean, and standard deviation were employed, along with Spearman’s Rho for inferential analysis, with the alpha level set at 0.05. Results revealed that teachers exhibited varied levels of locus of control, with those possessing a high internal locus demonstrating greater initiative, creativity, and ownership of school outcomes. They also reported a very high level of self-efficacy, indicating strong confidence in managing instruction and engaging students. Organizational commitment was likewise very high, reflecting strong emotional and professional dedication to the school’s mission. Statistical analysis indicated no significant correlation between locus of control and organizational commitment, suggesting that external factors such as school leadership or collegial relationships may play a more substantial role in fostering commitment. However, a significant moderate positive correlation was found between self-efficacy and organizational commitment, implying that teachers with stronger beliefs in their teaching effectiveness tend to be more committed to their institutions. Furthermore, a significant relationship was identified between locus of control and self-efficacy, indicating that teachers who perceive greater personal control are also more confident in their teaching capabilities.