Abstarct: The purpose of this study was to examine the effect of job autonomy on the affective commitment of physical education teachers, with the moderating role of person–job fit. The present research was descxriptive–survey in nature; in terms of examining relationships among variables, it was correlational, and with respect to time, it was cross-sectional. The statistical population consisted of all physical education teachers in Salah Al-Din Province, from whom a sample of … participants was selected using a cluster random sampling method. Data were collected using three standardized questionnaires: the Job Autonomy Scale developed by De Jong et al. (1994) with 6 items, the Person–Job Fit Questionnaire with 4 items, and the Teacher Work Commitment Questionnaire by McInerney et al. (2015) with 6 items measuring two dimensions of commitment to the job and commitment to the organization. Structural equation modeling with a variance-baxsed approach was employed to test the research hypotheses. Data analysis was conducted using SPSS version 23 and SmartPLS version 3.2.8. The results indicated that job autonomy had a positive and significant effect on teachers’ affective commitment. Furthermore, the findings revealed that person–job fit played a significant moderating role in the relationship between job autonomy and affective commitment, such that higher levels of person–job fit strengthened the positive effect of job autonomy on affective commitment. These results highlight the importance of providing greater job autonomy while ensuring alignment between teachers’ individual characteristics and job requirements in order to enhance affective commitment and improve organizational outcomes within the education system.