Abstarct: The present study aimed to examine the impact of person–organization fit and person–job fit on the organizational and job commitment of physical education teachers, with the mediating role of perceived organizational support. The study employed a descxriptive-correlational design with a cross-sectional approach. The statistical population included all physical education teachers in the province of kakuk from which 194 participants were selected using a convenience sampling method. Data were collected using four standardized questionnaires: the Person–Job Fit Questionnaire (Cable & DeRue, 2002; 4 items), the Person–Organization Fit Questionnaire (Cable & DeRue, 2002; 3 items), the Teacher Commitment Questionnaire (McInerney et al., 2015; 6 items covering job and organizational commitment), and the Perceived Organizational Support Questionnaire (Abdelaziz et al., 2022; 3 items). To ensure face and content validity, the instruments were reviewed by ten experts in sports management, and their reliability was confirmed using Cronbach’s alpha. Structural equation modeling with a variance-baxsed approach was employed to test the research hypotheses, and data were analyzed using SPSS 23 and Smart-PLS 4. The results indicated that both person–organization fit and person–job fit had significant positive effects on teachers’ commitment. Moreover, perceived organizational support played a significant mediating role in the relationship between fits and commitment. These findings suggest that aligning individuals with their jobs and organizations, along with enhancing organizational support, can effectively increase job and organizational commitment among physical education teachers, thereby improving their performance and retention within the educational system.