Teachers’ professional commitment is critical. This study examined the influence of management practices and self-efficacy on professional commitment. Diagnostic research design, stratified random sampling, survey approach, and multiple linear regression analysis were applied. Data gathered from 195 public school teachers revealed that self-efficacy significantly influences professional commitment, while management practices show limited influence, partly affirming the Two-Factor Theory of Motivation. Future research may explore additional variables to account for the remaining 73.5% of the variance and use qualitative approaches to further explain teacher professional commitment. Education practitioners may initiate by strengthening teacher self-efficacy to enhance professional commitment.