ObjectiveThis study aims to examine the relationship between teaching autonomy and teachers' organizational commitment based on the conservation of resources theory and to reveal the mediating roles of self-efficacy and career well-being in this relationship.MethodsThe sample consisted of 2,996 teachers from the 2018 Teaching and Learning International Survey (TALIS) Shanghai database. Partial least squares structural equation modeling and the bias-corrected percentile Bootstrap method were employed for data analysis.ResultsTeaching autonomy was significantly and positively correlated with teachers' organizational commitment, self-efficacy, and career well-being. Both self-efficacy and career well-being were significantly and positively related to teachers' organizational commitment. Self-efficacy was also significantly and positively associated with teachers' career well-being. Furthermore, self-efficacy and career well-being not only functioned as independent mediators between teaching autonomy and teachers' organizational commitment but also had a chain mediating role.ConclusionThis study reveals the mediating roles of self-efficacy and career well-being, thereby contributing to understanding the mechanisms through which teaching autonomy influences teachers' organizational commitment. Meanwhile, school administrators can enhance teachers' organizational commitment by increasing their teaching autonomy, self-efficacy, and career well-being.