This paper explores the way in which teachers' quality of work life contributes to their commitment to work and their sense of efficacy. First, a model that ties organizational characteristics of the work place to important behaviors, attitudes and psychological characteristics of teachers that effect their teaching is presented. Second, measures of quality of work life in eight schools are examined, along with the relationship between the quality of work life variables and measures of teachers' commitment and sense of efficacy. Finally, the effects of school structure on quality of work life are examined. The data suggest that quality of work life measures are strongly associated with both dependent variables. The discussion focuses on the implications of the findings and the model for reform strategies.