Abstract
Teachers, as the core facilitators of learning, are at the forefront of any academic institution. For learning to take place, the competencies of the teachers, more than any technological advances that a university can offer, should be taken into consideration. With this, universities and colleges have ensured that only academically accomplished teaching professionals are invited to share their expertise to students of higher education institutions. With uniformity in academic accomplishment set as a standard, what then makes other teachers better teachers compared to other teachers? This research is an attempt to elucidate the predictive value of self efficacy and organizational commitment to the job performance of collegiate faculty members. Using hierarchical regression analysis, the results obtained indicated that self efficacy and not organizational commitment is what predicts the performance of faculty members.