The coronavirus pandemic causes sickness and death, shutting down economies, damaging health care systems, and closing educational institutions. It has a profound effect on the education sectors, and most importantly, teachers' lives have been affected. This sector has been facing an immense change from traditional in-person classroom education to virtual education to alleviate its impact. Hence, the present study is designed to examine the impact of teachers' self-efficacy and system quality on teachers' continuance commitment towards online teaching in the COVID-19. Also, teachers' mental well-being has been added as a moderating variable. During a crisis like COVID, teachers are expected to show higher engagement through commitment. Both in Malaysia and Pakistan, the degree of loyalty in the teaching profession is a distinguishing characteristic. Hence, teachers of both countries are targeted for the comparative analysis. The results depict that the e-learning system quality and instructors' self-efficacy are critical factors in making the teachers willing to continue their online practices. However, assurance and educational quality do not play a significant role in the context of Pakistan. However, in the Malaysian context, results differ and reveal that instructors' responsiveness and information quality do not play a promising role.