Teaching is considered one of the most demanding professions because teachers are expected to fulfill multiple responsibilities related to instruction, learner development, classroom management, administrative work, and community involvement. These professional demands become more challenging in geographically isolated and resource-constrained areas where teachers experience inadequate resources, difficult transportation access, and increasing community expectations. In such situations, teachers’ professional commitment and coping mechanisms become essential in sustaining emotional well-being, resilience, and professional effectiveness. This study examined the relationship between professional commitment and coping mechanisms among elementary teachers in Marilog South District, Division of Davao City. Specifically, the study determined the extent of teachers’ professional commitment in terms of commitment toward profession, students, and community, as well as the extent of coping mechanisms in terms of appraisal-focused coping, problem-focused coping, and emotion-focused coping. The study further investigated whether professional commitment significantly predicts coping mechanisms among teachers. The study employed a quantitative descriptive-correlational research design. A total of 153 elementary teachers from medium-sized public elementary schools in Marilog South District participated in the study through simple random sampling from a total population of 248 teachers. Data were collected using adapted survey questionnaires from Hussen et al. (2021) for professional commitment and Cayao and Arenga (2021) for coping mechanisms. Statistical tools utilized included weighted mean, standard deviation, Pearson Product Moment Correlation, and Multiple Linear Regression Analysis. Findings revealed that teachers demonstrated an extensive level of professional commitment, with commitment toward community obtaining the highest mean, followed by commitment toward students and commitment toward profession. Likewise, teachers demonstrated an extensive level of coping mechanisms, with emotion-focused coping obtaining the highest mean. Results further revealed a strong and significant positive relationship between professional commitment and coping mechanisms. Regression analysis indicated that professional commitment significantly predicts coping mechanisms, with commitment toward students emerging as the strongest predictor. The findings imply that teachers who possess stronger professional commitment are more capable of utilizing adaptive coping strategies in managing occupational stress and workplace demands. The study highlights the importance of strengthening institutional support systems, wellness programs, resilience-building initiatives, and professional development opportunities that enhance teacher commitment and emotional well-being. The study also emphasizes the significance of maintaining supportive school environments that promote teacher resilience, effectiveness, and educational quality, particularly in geographically challenged educational settings.