<p>Prior studies have often relied on general correlation methods to examine the relationship between teachers’ professional self-esteem (TPSE) and teachers’ career commitment (TCC) without providing detailed insights into how these variables interact. The present study employed latent class analysis and network analysis to gain a deeper understanding of this relationship among Vietnamese teachers. A cross-sectional survey was conducted with 684 Vietnamese teachers. Findings indicated that teachers could be divided into four groups: (1) moderate TPSE and high TCC, (2) moderate TPSE and low TCC, (3) low TPSE and low TCC, and (4) high TPSE and high TCC. Teachers living in urban areas, male teachers, and those with stronger workplace communication reported higher levels of TPSE and TCC. Furthermore, the network analysis revealed that teachers with moderate TPSE and high TCC exhibited strong connections between pride in teaching and enjoyment of teaching, which reinforced their career commitment. In contrast, teachers with moderate TPSE and low TCC showed that regret about entering the profession was tied to low self-confidence, but increasing enjoyment and pride in teaching could potentially enhance their career commitment. Teachers with low TPSE and low TCC experienced a strong link between regret about their career choice and feelings of being unappreciated by students, with a lack of pride in their work further reducing commitment. Conversely, teachers with high TPSE and high TCC were motivated by enjoyment of teaching and pride in the profession, which significantly correlated with their career commitment and motivation to improve their skills.</p>