Background: An optimistic classroom would emphasize the opportunities and possibilities (Wethington, 2003), resilience (Ryff & Singer, 2003), altruism (Piliavin, 2003), and trust (Hoy, Tarter & Hoy, 2006). According to Pajares (2001) when looking at the classroom context, optimistic teachers focus on the positive qualities of students, classrooms, schools, and communities (Hoy, Kurz, & Hoy, 2008). Optimism is an appropriate overarching construct to unite efficacy, trust, and academic emphasis because each concept contains a sense of the possible. Efficacy is the belief that the faculty can make a positive difference in student learning; teachers believe in themselves. Faculty trust in students and parents is the belief that teachers, parents, and students can cooperate to improve learning, that is, the faculty believes in its students. Academic emphasis is the enacted behavior prompted by these beliefs, that is, the focus is student success. Thus, a school with high academic optimism is a collectivity in which the faculty believes that it can make a difference, that students can learn, and academic performance can be achieved (Kurz, 2006). Academic emphasis, collective efficacy, and faculty trust were the collective properties analyzed in this inquiry. These perceived properties are assessed as emergent organizational attributes in aggregated individual perceptions of the group, as opposed to the individual; that is, these variables are emergent grouplevel attributes rather than simply the sum of teachers’ perceived personal attributes. Academic emphasis is the extent to which a school is driven by a quest for academic excellence—a press for academic achievement. High but achievable academic goals are set for students; the learning environment is orderly and serious; students are motivated to work hard; and students respect academic achievement (Smith & Hoy, 2007). The relationships among the three major dimensions of academic optimism can be seen as a triadic set of interactions with each element functionally dependent on the others. Faculty trust in parents and students encourages a sense of collective efficacy, and collective efficacy reinforces and enhances trust. Similarly, when the faculty trusts parents, teachers can insist on higher academic standards with confidence that they will not be undermined by parents, and high academic standards in turn reinforce faculty trust. Finally, when the faculty believes it has the capability to organize and execute actions that will have positive effects on student achievement, academic achievement is emphasized, and academic emphasis in turn reinforces a strong sense of collective efficacy. In summary, all of the elements of academic optimism have transactional relationships with each other and interact to create a culture of academic optimism in schools.Organizational commitment, which is defined as the relative capacity of an employee to attach to and be identified with the organization (Bogler & Somech, 2004, s. 278; Yousef, 2003, s. 1068), is a term studied within the scientific discipline of organizational behavior (Üstüner, 2009). Organizational commitment can be characterized by at least three factors: (1) strong belief in and acceptance of the organization's goals and values (2) a willingness to exert considerable effort on the behalf of the organization (3) definite desire to maintain organizational membership (Atchison & Lefferts, 1972; Kraut, 1970, cited in Porter, Steers, Mowday and Boulian, 1974). Allen and Meyer (1990) described organizational commitment model with three factors: affective commitment, continuance commitment and normative commitment (Buluç, 2009) Committed employees who feel organizational ownership produce quality products and services with customer satisfaction internally and externally (Johnson, 1993) since commitment engages emotional energy and attention to them (Gümüş & Hamarat, 2006). Purpose: The purpose of this study is to investigate the relationship between academic optimism of schools and organizational commitment of teachers. The secondary purpose is to investigate whether there are any differences in perceptions of teachers about organizational commitments and academic optimism of their schools in terms of gender, branch, school type, seniority, number of teachers in school and number of students in school. Method: This search is a descriptive work in which survey model has been used. For purposes a questionnaire was fulfilled to 671 teachers from 32 public primary and high schools in the city center of the province Malatya. “Schools’ Academic Optimism Scale” and “Organisational Commitment Scale for Teachers” were used to investigate the perceptions of teachers. The data gained from the search has been analysed with SPSS program. At the analysis stage of the research, firtsly a Levene’s Test for Homogeneity was conducted to determine if the variances differ as homogenous. For the cases where variances are homogenous, Independent T-Test is used to analyze the data in terms of gender, branch and school type. For other cases where the variances are not homogenous Mann Whitney-U Test is used to analyze the datas. Likewise, for the cases where variances are homogenous, One Way- ANOVA Test is used to analyze the data in terms of branch, seniority, number of teachers and number of students. For the cases where the variances are not homogenous Kruskal Wallis-H Test is used to analyze the data in terms of branch, seniority, number of teachers and number of students.Findings & Results: According the findings it was seen that male teachers’ perceptions about academic optimism of their schools are higher than female teachers and male teachers feel themselves more dependent to their organizations. At subdimenions of academic optimism, primary school teachers&#82