The aim of this study was to investigate whether and how teachers’ perceptions of social-emotional climate in their schools influenced the outcome variables – teachers’ professional commitment – and to examine the pathways of this relationships with satisfaction at work as mediator variable. The sample included 265 secondary school teachers from Yaoundé, Cameroon. Participants completed a questionnaire about the teacher’s commitment, perceived school climate, and satisfaction at work. A mediation analysis was used to examine a mediatory model of the variables. Satisfaction at work mediated the relationship between school organizational climate and teachers’ professional commitment. School organizational climate was considered as the determinant for teachers’ professional commitment, with satisfaction at work playing a key role. In conclusion, the result findings of this study can contribute to all types of schools and school administrators. This is because by understanding school climate influence, school administrators and teachers will be able to work towards fostering education excellence at present and for the future.