Emotional maturity and professional commitment are essential psychological attributes that influence teachers’ effectiveness, classroom behavior, and long-term engagement with the teaching profession. Secondary school teachers operate in complex educational environments where they are required to manage academic responsibilities along with students’ emotional and behavioral needs. In such settings, emotional maturity helps teachers regulate stress and maintain interpersonal balance, while professional commitment reflects their dedication, responsibility, and attachment to the teaching role. The present study aims to compare emotional maturity and teaching commitment among government and private secondary school teachers. A descriptive survey method was employed, and a sample of 200 teachers (100 government and 100 private) was selected from secondary schools of Meerut district using stratified random sampling. Standardized tools were administered to measure emotional maturity and professional commitment. Descriptive statistics and the t-test were used for data analysis. The findings reveal no significant difference in emotional maturity between government and private school teachers, whereas a significant difference was found in teaching commitment, with private school teachers showing higher levels of commitment. The study emphasizes the importance of supportive institutional environments and professional policies that enhance teachers’ commitment while nurturing their emotional competencies for improved educational outcomes.