This study utilized a cross-sectional survey design to investigate the influence of teacher emotional labor on organizational commitment, emphasizing the mediating role of psychological capital. The research involved 400 primary school teachers from Tehran, Iran's capital. A combination of stratified and systematic random sampling methods was employed to select a representative sample of teachers. The findings indicated that both emotional labor and psychological capital positively impacted teachers' commitment. Additionally, psychological capital served as a mediator in the relationship between teachers' emotional labor and their commitment. The implications of these results are further discussed.