The present study was an attempt to examine the influence of national culture on the association between school leadership and teacher commitment. We systematically reviewed the literature on school leadership and teacher commitment, then followed a meta-analytic process by combining the data from the included studies and finally conducted meta-regression procedures to identify the main cultural predictors of the association between the two variables using Hofstede's (2011) theoretical model of cultural dimensions. Our findings suggest that there is a moderate positive relationship between school leadership and teacher commitment, that certain leadership styles are important in this relationship, and that power distance and individualism have negative influences on this association. Masculinity, uncertainty avoidance, long-term orientation and indulgence dimensions do not influence the association between school leadership and teacher commitment. We discussed the research findings and proposed recommendations for future research.