Locus of control is recognized as a crucial psychological factor that can influence individuals’ organizational commitment (Hamzah & Othman, 2023; Galvin et al., 2018). Teachers with a strong internal locus of control are more likely to be dedicated, committed, and satisfied with their jobs (Lauermann & Karabenick, 2013; Netto & Dominic, 2026; Li et al., 2025). They tend to believe that their actions significantly influence outcomes, motivating them to actively engage in their work and contribute to their organization. In contrast, individuals with an external locus of control may perceive outcomes as beyond their control, which can lead to lower levels of organizational commitment (Suherlan et al., 2018). Similarly, self-efficacy is another important psychological determinant of organizational commitment (Hussain et al., 2026; Na-Nan et al., 2021; Opolot et al., 2024). Teachers with high self-efficacy are more willing to take on challenges and experiment with new approaches because they are confident in their ability to succeed (Emiru & Gedifew, 2024; Orakcı et al., 2023). This confidence enables them to view challenges as opportunities for growth and development. As teachers experience success and positive reinforcement, their level of commitment to the organization is strengthened.

Previous studies have shown that both locus of control and self-efficacy influence individuals’ attitudes and behaviors in various occupational settings (Papoulidi & Maniadaki, 2025; Cascio et al., 2014; Nykänen et al., 2019; Di Corrado et al., 2021; Howatt, 2011). Understanding how these factors relate to teachers’ organizational commitment is essential in identifying the characteristics of committed educators. This can inform strategies that enhance teacher commitment, ultimately improving job satisfaction and benefiting both teachers and students.