In this research, the relationships between teachers’ perceptions of professional identity, organizational commitment levels and class management competencies are analysed via path anaylsis. In the research, cluster sampling method was used to obtain quantitative data. The sample consists of 384 secondary school teachers from different subject matter in the public schools in the European side of Istanbul. The analysis of the research was carried out with the structural equation model. As a result of the research; teachers' perception of professional identity significantly predicts their level of organizational commitment. It was also found that teachers 'perception of professional identity significantly predicted their classroom management proficiency level. Another result showed that teachers' organizational commitment scores significantly predicted their classroom management proficiency level. However, it has been observed that teachers’ perceptions of professional identity or organizational commitment have no mediating effect in predicting teachers' classroom management competence level. In addition, the correlation between the sub-dimensions of perception of professional identity, sub-dimensions of organizational commitment level, and sub-dimensions of classroom management competence was examined.