Autonomy, workload, work-life balance and job performance among teachers

Abstract

Purpose

The purpose of this paper is to examine the influence of autonomy, workload, and work-life balance on job performance among teachers. A survey was carried out among teachers in public schools in the Northern Region of Peninsular Malaysia.

Design/methodology/approach

This study adopted a quantitative approach to address the research objectives. A total of 302 teachers reported on their level of autonomy, workload, and work-life balance as well as job performance. Data were analyzed using Statistical Package for Social Sciences version 17.0 and Partial Least Square (Smart PLS) version 2.0.

Findings

Based on the statistical analyses conducted, the findings reported that autonomy and work-life balance had a significant impact on respondents’ job performance. Workload, on the other hand, had no substantial bearing on job performance among school teachers in this study.

Practical implications

In terms of practical ramifications, the management of schools need to focus on measures to enhance autonomy and work-life balance in improving job performance among teachers. Finally, directions for future research and conclusion of the study are also presented.

Originality/value

Discussions emphasized on the importance of work-life balance and autonomy in elevating job performance among teachers. This study also provided partial support to the Border and Boundary Theory.

Citation

Johari, J., Yean Tan, F. and Tjik Zulkarnain, Z.I. (2018), "Autonomy, workload, work-life balance and job performance among teachers", International Journal of Educational Management, Vol. 32 No. 1, pp. 107-120. https://doi.org/10.1108/IJEM-10-2016-0226