Although the study of professional support and professional commitment are prevalent in the education literature, not many studies examined both these issues issue among technical school educators. Acknowledging this limitation,
this study was undertaken to examine the extent to which professional commitment can be influenced by professional support among this group of teachers. Data for this exploratory study were collected using self administered
questionnaires, from 120 randomly selected technical school
teachers. Correlational analysis revealed that there was a significant relationship between professional support and professional commitment among the teachers understudied. Multiple regression analysis showed that the variance in explaining professional commitment was contributed by
professional support, comprising, both principal support and collegial support. Based on the statistical results, implications of the findings were discussed in the context of understanding the relationship between professional support and professional commitment. Suggestions on how to
increase professional commitment and professional support as well avenues for future research were also provided
