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

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>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.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>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.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>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.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Practical implications</jats:title> <jats:p>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.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>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.</jats:p> </jats:sec>