It has been found that teachers' organizational commitment has an impact on their performance and productivity. This study explored the extent of a teacher’s organizational commitment among university school teachers. To collect the data for this study, a validated questionnaire was developed. The data collection procedure was done through face-to-face interaction. The researcher and respondents followed the safety protocols during the floating of the questionnaires, which were validated by the respective University schools. Data was gathered from 31 teachers in Mexico. The findings showed that University school teachers face challenges from time to time, particularly in terms of their commitment to school, work, and their colleagues. The research showed that job satisfaction and teachers' organizational commitment are significant. It means a significant relationship exists to the extent of a teacher’s organizational commitment and job satisfaction. Continuous commitment has the highest mean value. This study can be utilized as a reference point for more research, particularly in creating intervention plans to better understand the situation of their teachers and educational organizations, as well as the school environment in which teachers feel more comfortable teaching their students. As a result, throughout the current or future epidemic, the educational mission must be maintained and continued, and also emotionally prepared for any natural disasters.