A study examined the relationship between the commitment on the part of teachers to either their profession or their employing school districts and their attitudes towards professional and militant activities. The sample consisted of responses from 394 elementary and secondary school teachers (of 625 employed in two western New York school districts, one city and one central, comparable in size and enrollment). Attitudes were measured by a semantic differential scale, and commitment by a questionnaire regarding inducements necessary for the teacher to leave the profession or the district. Major findings: Organizational and professional commitments are significantly related to positive evaluations of professional activities and negative evaluations of militant activities. There is a much stronger relationship between demographic background factors and favorable evaluations of militant activities than between these factors and favorable evaluations of professional activities. The relationship between high organizational or professional commitment and unfavorable evaluation of militant activities was statistically significant only for females, while a significant relationship between high commitment and favorable evaluation of professional activities existed only for the under 29 age group. Individuals with higher organizational commitments were more negative toward militant activities; those with high professional commitment were not. (JS)