This study explores the interrelationships among principals'?? leadership approach, school climate, and the organizational commitment of teachers in Seventh-day Adventist secondary schools in the Philippines. Data was obtained from 227 full-time teachers in 20 schools. Participants responded to the Leadership Opinion Questionnaire (LOQ), the Organizational Climate Description Questionnaire - ??Rutgers Secondary (OCDQ-Rs), and the Organizational Commitment Questionnaire (OCQ). Teachers perceived higher commitment under a leadership characterized by high levels of consideration, regardless of the degree of initiating structure. Teachers'?? organizational commitment was positively related to climate openness - ??characterized by supportive principal behavior and teacher engagement, intimacy, and low levels of teacher frustration. Furthermore, considerate leadership behavior was found to relate positively to climate openness. Predictive models of organizational commitment, accounting for approximately 25% of the variance, included marital status, considerate leadership behavior, and aspects of school climate. Although the theoretical construct of leadership quadrants was upheld in the study, it appears that leadership behavioral dimensions, particularly consideration, are more useful in studies relating to school climate and the organizational commitment of teachers.