This study investigates the factors that sustain teacher commitment in two private religious-based primary schools in East Java, Indonesia, focusing on the influence of work calling, spiritual beliefs, and cultural values. Using a qualitative descriptive approach, data were collected through structured interviews with twelve teachers from SDI Al-Muttaqin (Islamic school) and SDK YBPK Ngaglik (Christian school). Thematic analysis revealed five key themes influencing commitment: teaching as a spiritual and moral calling, the teacher as a role model in society, student engagement as a source of motivation, resilience in the face of challenges, and institutional alignment with personal values. Teachers in both schools viewed teaching not as a profession but as a sacred duty, motivated by religious conviction and cultural expectations such as gotong royong and pengabdian. Emotional connections with students and spiritual fulfillment were found to outweigh material incentives in sustaining long-term commitment. Institutional support reinforced their sense of belonging and moral identity. The study concludes that teacher commitment in religious-based schools is driven by the integration of spiritual purpose, intrinsic motivation, and cultural responsibility. These insights provide practical implications for school leadership in supporting teacher retention through value-aligned recruitment, spiritual development, and community-building initiatives.