Abstract
Presents a need to look at commitment of teachers to their profession in terms of effect, goals and values of the profession. Measuring commitment on this basis, explores the contributing factors and variables to commitment. Empirical evidence on 454 senior secondary school teachers of Delhi, with the help of discriminant analysis, revealed that perceived characteristics of profession, workrelated personality and desire to improve one′s own skills were contributing in that order. The constituent variables that discriminated more and less committed teachers were perceived status, expectations of significant persons, interest in profession, intrinsic motivation, social support, positive group attitudes, perceived advancement and desire to improve skills for professional purpose.
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