Several responsibilities are managed by university teachers, which include teaching, research work, administrative duties, and student monitoring, making their schedule quite hectic many times. These laborious long run-time demanding efforts often create pressure that can affect their well-being and the manner teachers feel towards their work. This study elaborates how organisational commitment relates to occupational stress and job satisfaction amid university teachers in Punjab. Quantitative design has been adopted to collect the data from 400 teachers through a standardised scales for organisational commitment, occupational stress, and teachers’ job satisfaction. Correlation and regression techniques have been applied to analyse the data to perceive both the direction and strength of these relationships. The findings demonstrate that teachers with higher organisational commitment generally report lower level of occupational stress and express additional optimistic feelings about the job. The organisational commitment and occupational stress compared with predictors of job satisfaction confirms that stress emerged as the stronger factor, although commitment also made a meaningful contribution. Overall, the highlights of the verdict are that reducing occupational stress and strengthening organisational commitment can improve the overall professional journey of teachers in higher education settings.