The primary objective of this study was to determine the role of teacher self-efficacy in mediating the relationship between teachers' instructional practices and organizational commitment. The study used a correlational technique in a quantitative, non-experimental design. The respondents were the public secondary school teachers of Carmen District of Davao del Norte Division. Mean, Pearson-r, and Path Analysis were used in determined the study`s finding. Moreover, adapted survey questionnaires were used for instructional practices, organizational commitment, and teacher self-efficacy. Results revealed that level of instructional practices, organizational commitment, sense of efficacy were very high. There was a significant relationship between instructional practices and sense of efficacy, and there was also significant relationship between instructional practices and organizational commitment. Furthermore, there was a significant relationship between sense of efficacy and organizational commitment. The outcome model indicated an outstanding correlation and pointed out that a sense of efficacy strongly influenced instructional practices and organizational commitment.