Commitment as an important factor in any school organization spells the difference between success and failure in any educational undertaking. Teachers’ commitment is closely connected with teaching performance. This study determined the relationship between diversity climate and affective commitment of teachers in tertiary schools in Davao Region. The research design used was descriptive-correlational. It investigated the relationship of diversity climate characterized by individual practices, work group practices and organizational practices and affective commitment categorized as organizational support, organizational commitment, organizational reward, procedural justice and direct supervisor support. A modified questionnaire was used in the collection of data. Data were treated using descriptive statistics such as percentage, mean and standard deviation, ANOVA, t-test and Pearson’s r correlation. The results of the study showed that the level of diversity climate and affective commitment of teachers among tertiary school is high. The perception of teachers on diversity climate and the level of affective commitment do not differ significantly when it was analyzed using the respondent profile though a significant difference was noted between gender and affective commitment. The data also revealed that diversity climate is statistically related to the affective commitment of teacher.