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The impact of work-life balance and work overload on teacher’s

organizational commitment: do Job Engagement and Perceived
Organizational support matter

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DOI: 10.1007/s10639-022-11013-8

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Education and Information Technologies
https://doi.org/10.1007/s10639-022-11013-8

The impact of work-life balance and work overload on

teacher’s organizational commitment: do Job Engagement
and Perceived Organizational support matter

Alanood Abdulaziz1 · Makhmoor Bashir1  · Abdulaziz Abdulmohsen Alfalih1

Received: 3 January 2022 / Accepted: 18 March 2022

© The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature
2022

Abstract
The purpose of this study is to determine the influence of work-life balance and
work overload on teacher’s organizational commitment, noting the mediating role
of job engagement and the moderating effect of perceived organizational support.
A random sample of 278 teachers was collected from the Qassim province of Saudi
Arabia to validate the research model. The data analysis using structural equation
modeling AMOS 26 indicated that work-life balance has a direct and significant
impact on organizational commitment and work overload has a negative impact on
organizational commitment. Besides, this study highlighted that job engagement
partially mediates the relationship between work-life balance and the organizational
commitment of teachers. However, the moderating effect of perceived organiza-
tional support was insignificant. The findings of this research have some important
implications for policymakers.

Keywords  Work-Life Balance · Work overload · Job Engagement · Perceived

organizational support · Organizational commitment · Teachers

Dr. Makhmoor Bashir

m.dar@qu.edu.sa
Alanood Abdulaziz
anoodh.557@hotmail.com
Dr. Abdulaziz Abdulmohsen Alfalih
afalh@qu.edu.sa

1
Department of Business Administration, College of Business and Economics, Qassim
University, 51452 Buraydah, Saudi Arabia

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1 Introduction

During the last couple of decades, the relationship between working and non-work-
ing time.
commonly referred to as work-life balance has been the subject of much attention
to practitioners and scholars. Lack of work-life balance causes losses to the tune
of a whopping $500 billion every year to the United States economy. Additionally,
another $190 billion are spent on health care and as far as the human cost is con-
cerned, it is responsible for around 120,000 death per year (Goh, Pfeffer, & Zenios,
2016). According to a study by Harvard business review, people feel more productive
at work when they are happy with life (Gino & Staats, 2015). A survey of more than
50,000 employees worldwide has found that employees with positive work-life bal-
ance are 21% more productive and dedicated than overburdened employees (Craig,
2017).
Work-life balance is defined as the appropriate balance between one’s personal
life and.
professional agenda (Munsamy & Bosch-Venter, 2009; Kelliher et al., 2019). Tak-
ing the context of School education into consideration previous studies have high-
lighted that teachers’ roles although are dynamic and changing but are usually marked
with long work hours, low salaries, multiple administrative jobs, high work intensity,
engaging in co-circular activities, disciplining students (Shimizu et al. 2011; Silva
and Fischer 2020). The workload of teachers in schools is not only limited to the time
spend while teaching in classrooms. Recent research has highlighted that teachers
are compelled to spend extra hours at home to check assignments, prepare question
banks, prepare for classes, grade students, etc. (Silva & Fischer, 2020). According
to Adam, (2002) teachers are even expected to work during holidays to ensure that
lesson plans are prepared and planned for the next session. The teacher, therefore,
these days face greater challenges in achieving the right balance between personal
and professional life due to the lack of boundary between work and life (Punia and
Kamboj, 2013). This failure to achieve the right balance in terms of effort and reward
is correlated to the lack of control over workload and lack of energy in meeting per-
sonal needs and commitment (Goyal & Arora, 2012).
Another factor, which has an adverse effect on a teacher’s commitment, is work
overload. Work overload has been defined as the notion of giving an employee too
many duties and tasks to perform at work without being provided with the required
resources (Triplett et al., 1999). Teachers are overloaded with work in multiple ways.
They do not only serve as educators who disseminate knowledge but also act as men-
tors, managers, planners to the community (Johari, Tan, and Zulkarnain, 2018). This
excessive work overload not only affects the teacher’s commitment, morale but also
affects the quality of teaching and education (Bridges and Searle, 2011).
Work-life balance policies, and employees’ ability to appropriately prioritize work
and family, generally affect their organizational commitment (Nayak et al., 2018).
Employees with a work-life balance are likely to be largely committed to their orga-
nization and express less intention to leave it (Tladinyane, 2012). Teachers with a
high level of commitment have better performance than those with low commitment
(Chughtai & Zafar, 2006). Allen & Meyer (1990). In today’s business environment,

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organizational commitment has become increasingly critical to both employers and

employees. Committed human resources are considered the most important intan-
gible asset in any organization, as they help to sustain a competitive advantage (Dwi
Putranti, 2018). Organizational commitment is a vital element in achieving organi-
zational goals, enhancing creativity, stability, and trust between the organization and
its employees (Top, Akdere, and Tarcan, 2015; Kuron et al., 2015; Choi et al., 2015;
Hou et al., 2011).
Limited research has discussed the impact of work-life balance and work overload
on organizational commitment in the Saudi context, especially in the education sec-
tor. The education sector in the Kingdom of Saudi Arabia is undergoing significant
development. Saudi Arabia’s vision for education 2030 focuses on increasing job
opportunities in private schools for teachers, raising the quality of educational out-
puts, and achieving scientific progress. The vision aims at improving the teaching and
learning standards in the schools and institutions of higher education (Vision 2030).
Within the educational sector, teachers’ organizational commitment (and the factors
that affect it) is a crucial area of attention, as teachers are the most dominant group
of the workforce, with a significant impact on desired changes in educational outputs
(Aydin et al., 2013). Good teachers are the main pillar of the educational process,
considered the link between all elements of the educational system, and work-life
balance and related factors play an important role in their lives (Akram, 2010).
This study has attempted to fill this gap by investigating the influence of work-
life balance and work overload on teachers’ organizational commitment at private
schools in Saudi Arabia. Research has shown that work-life balance cannot be treated
in isolation, as factors such as job engagement, perceived organizational support,
are closely related to it (Le et al., 2020). We have, therefore, looked at the mediat-
ing role of teacher’s job engagement between work-life balance and organizational
commitment. Studies have also found that work-life balance has a direct influence
on Job engagement (Jaharuddin & Zainol, 2019). One of the most frequently men-
tioned outcomes of job engagement in the past literature is employee commitment
(Greene et al., 2018; Huynh et al., 2012; Hallberg & Schaufeli, 2006). Additionally,
we have also looked into the moderating influence on perceived organizational sup-
port between work-life balance and teachers’ organizational commitment because
that lack of organizational support affects not only organizational commitment but
also the career commitment of teachers (Conley & You, 2017). Very few studies have
tied these variables together, particularly in the education sector. The study could be
an important source of information for decision-makers, HR practitioners, and future
researchers to improve the education sector. The results of this study will potentially
benefit the Saudi education sector and the gulf countries at large. The study will pre-
cisely look to answer the following research questions:

RQ1  What is the impact of work-life balance on teacher’s organizational commitment?

RQ2  What is the impact of work overload on teacher’s organizational commitment?

RQ3  Does employee engagement mediate the relationship between work-life bal-
ance and organizational commitment?

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RQ4  Does perceived organizational support moderate the relationship between work-
life balance and teachers’ organizational commitment?

The rest of the paper unfolds as follows: theoretical background and hypothesis
development, followed by methodology used, hypothesis-testing, discussion fol-
lowed by implications for theory and practice.

2  Conceptual background and Hypotheses Development

2.1  Organizational support theory (OST)

Due to the potential value of viewing the employee organization relationship from
the employer’s viewpoint and the strong association of perceived organizational
support with organizational commitment, job satisfaction, and other attitudinal out-
comes organizational support theory has gained considerable interest among scholars
(Kurtessis, et al., 2017). Organizational support theory (OST) states that employ-
ees develop a general perception regarding their organization as to what extent the
organization values their contributions and considers their well-being (Eisenberger,
Huntington, Hutchison, & Sowa, 1986; Eisenberger & Stinglhamber, 2011). OST
takes a cue from the social exchange theory by viewing employment as a trade of
effort and loyalty by the employee for tangible benefits and social resources from the
organization (Cropanzano & Mitchell, 2005). Perceived organization support should
stimulate interchange wherein employees feel a sense of obligation to help the orga-
nization, and the expectation that enhances performance on behalf of the organiza-
tion should not only be noticed but also rewarded. Therefore, employees with higher
perceived organizational support should engage in greater job-related efforts which
will result in higher performance (Kurtessis, et al., 2017). As far as effective organi-
zational commitment is concerned employees attempt to balance their relationship
with the organization by developing favorable attitudes which are consistent with
perceived organizational support. Researchers have found this felt obligation result-
ing from perceived organizational support Positively associated with organizational
commitment (Eisenberger, et al., 2001). However, to date, very few studies have
linked OST with teacher’s organizational commitment. This study will fill this gap
by extending OST theory in the educational sector by testing a diverse measurement
model.

2.2  Relationship between work-life balance and organizational commitment

The relationship between work and life came to time light post World War II when
more and more women sought paid employment outside the home (Roberts, 2007).
Work-life balance has been defined as the “relationship between work and non-work
aspects of individuals’ lives, where achieving a satisfactory work‐life balance is nor-
mally understood as restricting one side (usually work), to have more time for the
other” (Kelliher, et al., 2019, P, 98). Scholars have also defined work-life balance as
the balancing of the three dimensions of an individual’s life (social, personal, and

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organizational) to give enough attention to each different area (Wayne et al. 2017).
In today’s competitive environment, organizations are actively seeking to design
practices to reduce work-family conflicts, through work-life balance policies such
as flexible working hours, parental leave, and childcare facilities (Garg & Yajurvedi,
2016). Taking the context of this study researchers have found that work-life balance
is important to ensure the effectiveness of teachers for their respective institutions
(DuXbery, Higgins & Coghill, 2003; Punia & Kamboj, 2013). This is usually because
teachers usually stumble into problems with respect to achieving a balance between
their professional and personal lives because there are no clear boundaries between
work and personal life (Punia & Kamboj, 2013). This lack of balance and clear dis-
tinction between professional and personal life will not only affect satisfaction but
also teachers’ overall commitment to their institutions.
When there is a conflict between an employee’s work and personal life, the likeli-
hood of leaving their organization increases (Hatam et al., 2016). Noor (2011) stated
that organizations that seek to help their employees to achieve work-life balance
make their employees happier and more committed to their work. Arif & Farooqi
(2014) in their study on university teachers, a positive relationship between work-
life balance and organizational commitment. Supporting this, Li (2018) found that
work-life balance is significantly and positively related to organizational commit-
ment. Lazar et al., (2010) concluded that work-life balance practices such as supervi-
sor support and organizational support increase an organization’s positive appraisals
and can limit absenteeism, job stress, and work-life conflict, ultimately increasing
employees’ organizational commitment. Yang and Lou (2014) specifically noted that
teachers’ perceptions of work-life quality do not only affect the teachers’ commitment
level, but also the students, educational development, and even the future of the coun-
try. Therefore, based on the above arguments we propose the following hypothesis:
H1: Work-life balance has a positive impact on organizational commitment.

2.3  Work overload

Work overload is defined as the notion of giving an employee too many duties and
tasks to perform at work without being provided with the required resources (Triplett
et al., 1999). Azita (2012) defined teachers’ work overload as the responsibilities and
duties given to teachers inside or outside the classroom (including teaching, class
activities, and meetings during or after work hours). Many other scholars have pro-
vided somehow a similar definition of work overload and defined it as the amount
of time taken by teachers to set up their official duties inside or outside the school
hours (Sharifah et al. 2014; Punia & Kamboj, 2013). Therefore, there is a consen-
sus among researchers that work overload includes not only the time spent during
office hours by teachers but also the time spent at home to be more productive and
effective (Johari, Tan & Zulkarnain, 2018). Previous studies have shown that work
overload has a significant influence on career commitment (Mazerolle et al., 2015).
Work overload reduces job satisfaction thereby increasing the turnover intention of
employees (Pradana & Salehudin, 2015). According to Ballout, (2009) employees
with high workloads will encounter too many work-related issues which will auto-
matically bring down the overall commitment of the employee. Employee workload

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gives rise to effects - such as work stress, fatigue, and exhaustion - that negatively
impact an individual’s performance, productivity, and work-life balance (Pooja et al.,
2016; Aryee et al., 2005). Additionally, this is supported by the findings of Poulose &
Dhal (2020) that increased work overload has a substantial negative correlation with
their organizational commitment. Therefore, against this backdrop we propose the
following hypothesis:
H2: Work overload has a negative impact on organizational commitment.

2.4  The mediating role of Job Engagement

Kahn (1990) coined the term ‘engagement’ from a physiological perspective, how-
ever, since then scholars have proposed many definitions. Job engagement is defined
as “an individual employee’s cognitive, emotional, and behavioral state directed
toward desired organizational outcomes” (Shuck & Wollard, 2010, p. 103). One of the
dimensions of engagement as characterized by previous studies is absorption, which
is characterized by being not only fully concentrated but also happily engrossed with
one’s work (Hakanen, Bakker, & Schaufeli, 2006). Therefore, vigor and dedication
constitute the core dimensions of engagement (Gonza´lez-Roma, Schaufeli, Bakker,
& Lloret, 2006). Recent studies have also found that work-life balance has a direct
influence on Job engagement (Jaharuddin & Zainol, (2019). One of the most fre-
quently mentioned outcomes of job engagement in the past literature is employee
commitment (Greene et al., 2018; Huynh et al., 2012; Hallberg & Schaufeli, 2006).
Research has shown that if an employee is embedded, then the level of commitment
is enhanced (Chafra & Erkutlu, 2016). Employees highly engaged in their work are
dedicated and committed to their profession (Kumarasamy et al., (2016). Plewa &
Quester, (2008) in a study involving 124 Australian university and industry staff con-
clude that job engagement positively enhances commitment. The present study will
attempt to verify whether job engagement is a mediator between work-life balance
and employee commitment in the context of teachers. Previous studies have high-
lighted that work-life balance has a significant influence on job engagement and job
engagement has a significant influence on employee commitment.
Therefore, the arguments above lay the foundation for the following hypothesis:
H3: Job engagement mediates the relationship between work-life balance and
organizational commitment.

2.5  Moderating role of Perceived Organizational support

Perceived organizational support (POS) is associated with employees’ wellbeing,

their favorable orientation towards their work and organization (Eisenberger &
Stinglhamber, 2011). Taking the cue from the theory of perceived organizational sup-
port, employees assign the organization humanlike characteristics (Eisenberger et
al., 1986). This pinpoints the fact that employees view the actions or behaviors of
the agents of organizations as actions of the organization in itself. Employees view
favorable or unfavorable treatment through organization policies as an indication of
the extent of organizational support. (Giao, et al., 2020). “POS is enhanced when
employees believe that any investment and recognition of their contributions are vol-

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untary rather than as an outcome of external controls such as government rules or

union pressures” (Rhoades and Eisenberger, 2002b, cited in Akar and Ustuner, 2019).
Research suggests that employees who believe that their work environment is sup-
portive are more likely to achieve personal and as well as organizational goals which
automatically brings a balance to work-life balance and commitment (Laschinger,
Purdy & Cho, 2006). In the context of this study, the teacher is an employee that plays
a vital role in the education process. The success of educational organizations largely
depends on teachers and their efforts (Manju, 2014). Therefore, they expect and are
also entitled to some level of support from their organizations. Thus, it is necessary
to provide a respectful, safe, participatory work environment with a good measure
of professional freedom for teachers, to enhance their organizational commitment
and also enable quality work-life (Pani, 2015). It is essential that both employers and
employees should recognize the needs of the other when needed. Therefore, trust is
an important element in this relationship associated with POS. “When trust prevails,
the employees believe that they will be rewarded for their good deeds, and the orga-
nization assumes that by providing adequate rewards, it will bring about the employ-
ees’ continued positive behavior” (Bogler and Nir, 2012). Therefore, having the trust
or confidence that the school authority (employer) is committed to them, teachers
will strive to improve their commitment and job engagement level and consequently
on the quality of their work-life. Researchers have found that lack of organizational
support affects not only organizational commitment but also the career commitment
of teachers (Conley & You, 2017). Many previous studies have also highlighted the
lack of organizational support as a major cause of low commitment and high teacher
attrition (Menon, 2012; Prather-Jones, 2011; Schlichte et al., 2005). Therefore, based
on the above arguments we propose the following hypothesis:
H4: Perceived organizational support moderates the relationship between work-
life balance and organizational commitment.

3  Research Methodology

3.1 Procedures

In this study, structural equation modeling (SEM) is used to test the relationship
between the.
independent and dependent variables. The researcher used SEM because of its
capability of.
handling complex relationships simultaneously. IBM SPSS 23.0 and AMOS 26.0
have been.
used to test the relationships between work-life balance, job engagement perceived.
organizational support, work overload, and organizational commitment. The
structural model.
assessment used by researchers in this study will offer an analysis of the path
coefficients.
(direct and indirect effects between latent variables) and the goodness of the fit of
the entire.

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model (Tubadji & Nijkamp, 2015).

3.2  Research setting

The main objective of this study was to examine the impact of work-life balance,
job engagement, perceived organizational support, and work overload on teachers’
organizational commitment. Figure 1 shows the conceptual model of the research.
The study was conducted on teachers in the Qassim region for several reasons. First,
studies on teachers’ commitment are limited, particularly in the field of Saudi private
education. Second, teachers play a major role in education, and to fulfill their respon-
sibilities, they must be committed to their school. Third, dedicated and committed
teachers contribute effectively to raising students’ achievements, and thus to the suc-
cess of the educational process.

3.3  Research Design

This quantitative study used measurable data and generated numeric data to test the
relationships between the dependent and independent variables. For this study, a sur-
vey was used, as this method of research saves time and is cost-effective (Saunders
et al., 2016). The questionnaire developed was translated into Arabic via a double
back translation as per the suggestions of Brislin’s (1980) framework. The content
validity was ensured by sending the questionnaire to the three subject matter experts.
Taking a cue from the suggestions of the expert, several rounds of modifications were
made to correct discrepancies between the English and Arabic versions. Structural

Fig. 1  Conceptual Model

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equation modeling (SEM) was used to test the relationship between the indepen-
dent and dependent variables, because of its capacity to handle complex relationships
simultaneously.

3.4  Sample description

The population of the study included all teachers in private schools in Qassim –
1,149 in 2020 - of which 223 (19.4%) were male and 926 (80.6%) were female. Data
was collected from January-March 2020 using a probability sampling technique. The
questionnaire measuring work-life balance and organizational commitment was sent
to 500 teachers working in different private schools of the Qassim region in Saudi
Arabia. A total of 300 responses were received out of which 22 responses were dis-
carded due to incompleteness. Therefore, 278 usable respondents (52 male and 226
female) were selected (96.5%. of the required sample). The sample had a total of 278
participants, comprising 226 females (81.5%) and 52 males (18.5%), which was very
close to the full cohort ratio of 80.6–19.4%. Most participants were aged between
26 and 30 years (33.5%), followed by 36 years or more (24.1%), 25 years or less
(22.3%), and finally from 31 to 35 years (20.1%). Most participants were married
(58.6%), with 37.1% of single respondents, and only 4.3% were divorced and wid-
owed. Most participants (68.7%) earned a lower monthly income (less than 4,000
SR), 24.1% earned 4,000–9,000 SR, and only 20 respondents (7.2%) earned more
than 9,000 SR. Respondents’ years of experience ranged between 1 and 20, with
a mean of 4.7 years, and a standard deviation of 3.99 degrees. The majority (77%)
had less than 7 years of experience, 17% had medium experience (7–13 years), and
only 6% had high experience (13 years or more). Table 1 provides a profile of the
respondents.

Table 1  Répondent’ profile Category Frequency (s) Percent (%)

(n = 278)
Gender 226 81.5
Female 52 18.5
Male 62 22.3
Age 93 33.5
25 years or less 56 20.1
26–30 years 67 24.1
31–35 years 103 37.1
36 years or more 163 58.6
Marital status 12 4.3
Single 191 68.7
Married 67 24.1
Other (Divorced/Widowed) 20 7.2
Monthly Income 214 77
Less than 4,000 SR 47 17
4,000–9,000 SR 17 6
More than 9,000 SR
Years of Experience
Less than 7 years
From 7 to 12 years
13 years and over

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3.5  Private schools in Saudi Arabia

Population growth and societal changes in the Saudi environment have led to the
expansion of private schools, where the Saudi government encouraged the opening
of non-governmental private schools (Bahrmos, 2001). Saudi private education rep-
resents great support for public education in all its stages, as it has recently gained a
distinguished position from the Ministry of Education, employers, as well as parents.
Private schools are usually funded by employers and businesses, and charge school
fees. The first private school was established in Saudi Arabia in 1996, to reduce the
burden on public education by providing a new type of curriculum, teaching strate-
gies, and student activities that differ from public education (Jamjoom, 2012). The
past few years have witnessed an increase in the preference for private education,
which has led to an increase in the number of private schools in the Kingdom. The
Kingdom of Saudi Arabia Vision 2030 is witnessing rapid changes in the education
sector, especially private education. One of the initiatives of Vision 2030 in education
is to work to reduce the burden of the budget allocated to the Ministry by encouraging
business owners and companies to contribute more to the private education sector.
Moreover, the Ministry of Education has devoted great attention to developing pri-
vate schools through constant supervising, attracting qualified teachers, and encour-
aging the effective use of technological tools in private schools’ curriculum.

3.6 Measurements

Based on the literature review, latent variables were developed to address the relation-
ships between work-life balance, job engagement, perceived organizational support,
work overload, and organizational commitment. Multi-item reflective scales were
used for the measurement of research constructs (Bollen & Lennox, 1991). Accord-
ing to Churchill (1979), the usage of multi-item reflective measurements enhances
consistency. All measurements (except demographic characteristics) were marked on
a 5-point Likert scale ranging from 1 = strongly disagree to 5 = strongly agree.

3.6.1  Work-Life Balance

The work-life balance scale was measured with items adapted from the work of
Brough et al., (2014). Respondents (Teachers) were asked to evaluate their work-life
balance on a Likert scale of 1 strong disagreement with the item) to 5 (strong agree-
ment with the item). A sample item is as “I currently have a good balance between
the time I spend at work and the time I have available for non-work activities”. The
composite reliability of the measure is 0.847.

3.6.2  Job engagement

Job engagement scale consists of a multidimensional job engagement scale con-

structed by Kahn (1990) on a five-point Likert scale. Job engagement scale consists
of three subscales, physical engagement (Brown & Leigh, 1996), for example: “I
exert my full effort in my job”, emotional engagement (Watson, Clark & Tellegen,

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1988), for example: “I am enthusiastic about my job”, and cognitive engagement

(Rothbard, 2001) for example: “At work, I pay a lot of attention to my job”. Respon-
dents (Teachers) were asked to evaluate their job engagement on a Likert scale of 1
strong disagreement with the item) to 5 (strong agreement with the item). The com-
posite reliability of the measure is 0.772.

3.6.3  Perceived organizational support

Perceived organizational support was measured with items adapted from the work of
Eisenberger et al. (1997). Respondents were asked to rate their level of agreement
with statements related to perceived organizational support on a five-point Likert
scale, for example: “The organization values my contribution to its well-being”. The
composite reliability of the measure is 0.887.

3.6.4  Work overload

Work overload was measured with items adopted from the work of Bolino & Turnley
(2005) for example: “I never seem to have enough time to get everything done at
work”, and items adopted from De Bruin & Taylor (2006) for example: “My daily
activities affected because of workload (i.e. exercise, eating time and sleeping time)”.
Participants were asked to rate their level of agreement with statements related to
work overload on a five-point Likert scale. The composite reliability of the measure
is 0.702.

3.6.5  Organizational commitment

Organizational commitment scale in this study consists of items developed by Meyer,

Allen & Gellatly (1990) to describe the commitment level of an employee towards
their organization on a Likert scale of 1 strong disagreement with the item) to 5
(strong agreement with the item). Participants were asked to rate their level of agree-
ment with statements related to organizational commitment, for example: “I would
be very happy to spend the rest of my career with this organization”. The composite
reliability of the measure is 0.843.

4 Results

4.1  Non-response bias and common method bias

We used the T-test to check for the absence of non-response bias in the data. We
made a comparison between 40 early and 40 late responses with respect to all the
variables. The results suggested no significant differences (p > 0.05) implying that the
data was free from non-response bias (Naqshbandi & Jasimuddin, 2018). Further-
more, to check for common method bias we used exploratory factor analysis using
SPSS 26 and constrained all the factors to 1. We analyzed the un-rotated factor struc-
ture and found that the single factor obtained explained less than 50% of the variance

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Table 2  Model Fit Summary χ2/df CFI RMSEA

Initial Model 3.186 0.835 0.089
Final Model 2.023 0.949 0.053

Fig. 2  Measurement Model

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suggesting the absence of common method bias (Park & Ghauri, 2011; Podsakoff &
Organ, 1986).

4.2  Psychometric properties of measures

First, researchers tested for univariate normality and measured the skewness and
kurtosis of all the variables used in this study. The skewness values were within
prescribed accepted limits of -2 to + 2, and all kurtosis values were within the accept-
able range of -7 to + 7, suggesting normality of the data (Curran, west and Finch,
1996; Yousaf, Mishra and Bashir, 2020). Exploratory factor analysis (EFA) was used
to understand the factor structure and to ensure that the measurement used is psy-
chometrically sound. EFA helps researchers to eliminate the offending items hav-
ing low item loadings or contributed to an unclear factor structure (Nasqshbandi &
Jasimuddin, 2018). We removed five items with low factor loading that contributed to
a low factor structure. Five-factors, which are consistent with past literature emerged
work-life balance, work overload, Job engagement, perceived organizational sup-

Table 3  Factor Loadings and Reliability

Dimension Items Factor Cron-
Loadings bach’s
Alpha
Work-life 1. I currently have a good balance between the time I spend at 0.77 0.84
Balance work and the time I have available for non-work activities.
(WLB) 2. I feel that the balance between my work demands and non-work 0.86
activities is currently about right.
3. Overall, I believe that my work and non-work life are balanced. 0.78
Job 4. I exert my full effort in my job. 0.64 0.76
Engagement 5. I am enthusiastic about my job. 0.82
(JE) 6. At work, I pay a lot of attention to my job. 0.60
7. At work, my mind is focused on my job. 0.65
Perceived 8.The organization values my contribution to its well- being. 0.88 0.858
Organi- 9. The organization takes pride in my accomplishments at work. 0.81
zational 10. The organization cares about my general satisfaction at work. 0.86
Support
Even if I did the best job possible, the organization would fail to 0.76
(POS)
notice.
Work 11. I never seem to have enough time to get everything done at 0.72 0.714
Overload work.
(WO) 12. The amount of work I am expected to do is too great. 0.56
13. My daily activities are affected because of workload (i.e. exer- 0.80
cise, eating time and sleeping time).
14. I have no energy left at the end of the working day. 0.70
Organi- 14. I will be very happy to spend the rest of my career with this 0.80 0.84
zational organization.
Commitment 15. This organization has a great deal of personal meaning for me. 0.84
(OC) 16. It would be very hard for me to leave my organization right 0.68
now, even if I wanted to.
17. I would not leave my organization right now because of my 0.75
sense of obligation to it.

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port, and organizational commitment. EFA was then followed by the Confirmatory
factor analysis (CFA) using Amos 26.0. To avoid redundancy, only three indices
were used in CFA (i.e., χ2/df, CFI, and RMSEA) as per the recommendations of
Hair et al., (2010). The initial model fit results were χ2/df = 3.186, CFI = 0.835 and
RMSEA = 0.089, suggesting a poor fit (Hair et al., 2010). Researchers used mixed-
method criteria to delete items like factor loading, modification indices, and as well
as subjective judgment (Wieland et al., 2017). Besides this, we also took the help of
two subject matter experts before deleting any items. The whole process resulted in
the deletion of two items. The final confirmatory model fit the data well and results
of χ2/df = 2.023, CFI = 0.949, and RMSEA = 0.053 (Table 2; Fig. 2). Therefore, the
second measurement model was retained. The factor loadings and reliability of each
item are shown in Table 2; Fig. 3.

4.3  Construct and Discriminant Validity

The Cronbach’s alpha values for all the constructs were above 0.70 suggesting the
reliability of the measures (Table 3). Construct validity can be established by measur-
ing the average variance extracted (AVE) of each construct (Hair et al., 2006). The
AVE of all the constructs like work-life balance, job engagement, perceived orga-
nizational support, work overload, and employee commitment is greater than 0.50.
Therefore, according to Fornell & Larcker, (1981) AVE of greater than 0.50 provides
sufficient evidence of construct validity (Table 4).
Furthermore, discriminant validity was established by comparing the shared vari-
ance between each pair of constructs against AVE’s (Bove et al. 2009). The shared
correlation between the constructs was less than the AVE score for each construct
suggesting the evidence for discriminant validity (Fornell & Larcker, (1981). The
square root of the AVE of each construct is higher than the correlation coefficient,
indicating that there is discriminant validity among the constructs ((Table 4). Further-

Table 4  Discriminant Validity

CR AVE WLB WO POS OC JE
WLB 0.847 0.649 0.805
WO 0.702 0.710 -0.600 0.837
POS 0.887 0.724 0.366 -0.281 0.851
OC 0.843 0.575 0.378 -0.296 0.625 0.759
JE 0.772 0.568 0.115 -0.105 0.273 0.428 0.753

Table 5  Means, Standard deviations and correlations

1 Mean SD 1. 2. 3. 4. 5.
2 WLB 3.65 0.78 1.
3 POS 3.30 0.49 0.21** 1.
4 OC 3.62 0.87 0.31** 0.37** 1.
5 JE 4.28 0.55 0.12* 0.20** 0.40** 1.
6 WO 3.57 0.86 − 0.45** − 0.04 − 0.21** − 0.11 1.
p < 0.05; p < 0.01

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Fig. 3  Structural Model

more, the correlations table showed a significant and positive association between all
the variables (Table 5).

4.4  Hypothesis testing

We accessed the model fit of the structural model before testing the hypotheses. Tak-
ing the cue from the suggestions of Hair et al., (2010) an acceptable model fit was
obtained (CMIN/DF = 2.80 CFI = 0.967, and RMSEA = 0.06). Next, we tested the
direct relationships between work life and work overload on organizational commit-
ment. The results highlighted support for both of the hypotheses work-life balance
with organizational commitment H1 (β = 0.420, p < 0.001), and work overload with
organizational commitment H2 ((β= − 0.12, p < 0.03) (Table 6).

4.5  Mediation analysis

Hypothesis 5  predicted that job engagement mediates the relationship between work-
life balance and organizational commitment. To avoid suppression of one path over
another we used individual mediation tests for each path as per the recommendations

Table 6  Hypotheses Testing Paths Estimate SE CR P Value Results

WLB→OC 0.420 0.127 3.293 *** Supported
***p < 0.001 WO→OC -0.12 0.124 -1.037 0.03 Supported

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of Baron and Kenny (1986). This method suggests tests for individual significant
direct effects of the independent variable (work-life balance) on organizational com-
mitment as well as the significant direct effects of the mediator (job engagement) on
organizational commitment (Baron and Kenny’s, 1986). Then the two models con-
strained and unconstrained are compared. The change in the path value of the direct
path between the antecedent and the dependent variable pre- and post-constraining
of the path through the mediator indicates the type of mediation. If the direct path
remains significant and of lower value, after the mediator path is un-constrained, it is
a case of partial mediation, and in case the direct path becomes insignificant, then it
is the case of full mediation (Baron and Kenny’s, 1986).

The results highlighted that after introducing “job engagement” as a mediating vari-
able the significant direct effect of work-life balance is reduced from β = 0.498 to
β = 0.424 (Fig. 4) suggesting partial mediation (Baron and Kenny, 1986). Table 7 pro-
vides highlights of mediation analysis.

Fig. 4  Mediation Analysis

Table 7  Mediation Analysis

Path: IVaDV Path via Job Standard Path CMIN/DF CFI RMSEA Result
Engagement Coefficient
WLB→OC Constrained 0.498 2.43 0.966 0.04 Partial
Unconstrained 0.424 2.80 0.923 0.07 Mediation
***p < 0.001

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4.6  Moderation analysis

A Moderating variable in a model changes the relationship between the two variables
in three ways: Increase the effect of the predictor on the outcome, decrease the effect
of the predictor on the outcome or reverse the effect of the predictor on the outcome
(Dardas and Ahmad, 2015). The results highlighted that the interaction effect for
the perceived organizational support as a moderator is insignificant (i.e. greater than
0.05) suggesting no moderation (Hayes & Scharkow, 2013). Therefore, we conclude
that perceived organizational support does not moderate the relationship between
work-life balance and organizational commitment.

5 Discussion

This research investigates the impact of work-life balance and work overload on
organizational commitment. To the best of our knowledge, this is one of the first
studies to investigate the direct effects of worklife balance and work overload on the
teacher’s organizational commitment along with the indirect effects of job engage-
ment and the moderating influence of perceived organizational support. The main
contribution of this paper lies in validating a diverse measurement model that high-
lighted the combined effects of work-life balance, job engagement, perceived organi-
zation support, and work overload on the organizational commitment of teachers in
Saudi Arabia. A data set of 278 teachers from the province of Qassim in Saudi Arabia
was used to test the proposed relationships. The findings revealed overall support for
the hypotheses which were formulated after a diverse and thorough literature review.
The first hypothesis (H1) suggested that work-life balance has a positive and direct
impact on organizational commitment. The results showed support for this hypoth-
esis, suggesting that better a teacher can maintain a balance between his work and
personal life his commitment toward the organization (School) increases. Hence,
schools should ensure that teachers are given ample opportunities to spend time with
their friends and loved ones. This will not only increase their commitment levels but
also result in good physiological wellbeing. These results are in line with the findings
of Malone and Issa (2013), and Li (2018). These findings suggest that the balance
between work and non-work activities is crucial to ensure employee commitment. An
employee who is not being provided with the right balance between his work and life
might further result in dissatisfaction, because of lack of commitment which might
translate into lower performance.
The second hypothesis (H2) proposed that work overload has a negative impact on
organizational commitment. The findings support this hypothesis, leading to the con-
clusion that burdening teachers with excessive work can have negative repercussions
in terms of low organizational commitment. This supports the findings of Sharifah et
al. 2014, Pooja et al. (2016), and Poulose & Dhal (2020). The findings suggest that
work overload will result in fatigue of the employees which will automatically lead
to lower commitment levels among the staff.

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Hypothesis 3  proposed the mediating role of job engagement in the relationship

between work-life balance and teachers’ organizational commitment. Partial support
was found for this hypothesis. It is found that job engagement serves as a mechanism
between work-life balance and teachers’ organizational commitment. This leads to
the conclusion that work-life balance can lead to better vigor and engagement among
teachers towards their work which will lead to better commitment towards their orga-
nization (Kumarasamy et al., 2016). This paper is one of the first to explain the link
between work-life balance, job engagement, and the organizational commitment of
teachers. The fourth hypothesis of this study proposed the moderating role of per-
ceived organizational support between work-life balance and teachers’ organizational
commitment. Interestingly, no support was found for this hypothesis. Therefore, this
study cannot infer, as hypothesized that perceived organizational support moderates
the relationship between work-life balance and teachers’ organizational commitment.
Many studies do have highlighted the lack of organizational support as a major cause
of low commitment levels among teachers (Menon, 2012; Prather-Jones, 2011).
However, in view of the absence of any specific study on the moderation role of per-
ceived organizational support on work-life balance and organizational commitment
of teachers it is difficult to relate this finding to any other study.

6  Implications for policy makers

The current study provides a better understanding of the effect of work-life balance,
work overload, job engagement, and perceived organizational support on the organi-
zational commitment of teachers in the region of Saudi Arabia. Therefore, the results
of the study have important implications for decision-makers in the ministry of edu-
cation, human resource practitioners, and employers in the private education sector.
First, the study suggests that work-life balance has a direct and positive influence
on the teacher’s organizational commitment. The findings suggest that the manage-
ment of schools should implement work-life balance policies from the employees’
perspective rather than from the employers’ perspective. This is because having a
predetermined notion of work-life balance can be counterproductive not only for the
employee but for the overall organization as well. Schools need to ensure that that
teacher has enough time to balance the social, personal, and organizational dimensions
of his life. The more balanced the relationship between work and non-work activities
more committed the teachers would be towards their respective organizations.
The second implication of this study is regarding work overload. The findings
from this study suggest that work overload has a negative influence on the employee
commitment of teachers. This means that when teachers are burdened with more
hours of teaching their organizational commitment will go down. The decrease in
organizational commitment will then automatically affect the quality of teaching in
the school. Therefore, employers should implement flexibility policies regarding the
schedule of teaching classes and the number of working hours for each teacher so that
they are not overburdened. Schools need organizational strategies aimed at enhanc-
ing work-life balance practices, such as flexible work schedules and coworker sup-

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port (Gillespie, et al., 2001) because the teaching profession is extremely important
and requires a lot of work. Third, this study suggests that school management should
actively take into consideration teachers’ engagement levels (cognitive, emotional,
and behavioral aspect of teachers) for more enhanced levels of organizational com-
mitment. Teacher’s job engagement not only has a significant influence on organiza-
tional commitment but can also reduce the teacher’s intention to leave.

7  Limitations and Suggestions for Future Research

This study has some limitations which demand attention. First, this study investi-
gated the impact of only three job-related factors (job engagement, perceived orga-
nizational support, work overload) on organizational commitment. Future studies
can consider the influence of different job-related factors (e.g. role conflicts, work
demands, work flexibility) along with some specific demographic characteristics
(e.g. gender, tenure, marital status), or family-related factors such as elder depen-
dency or child responsibilities. Second, this study was conducted at private schools;
therefore, the results cannot be generalized to all schools, or other sectors, such as
public education or higher education. For future studies, the research model could be
conducted on private schools in more than one region, to find out if similar results
are obtained on private schools regardless of where in Saudi Arabia they are based.
Third, a mixed-method (quantitative and qualitative) approach would have helped
to avoid methodological biases (Dyer, 2006), obtain a deeper understanding, and
give more accurate results. Future researchers should consider conducting qualitative
interviews to elicit more subjective responses from participants.

Funding:  This research received no specific grant from any funding agency in the public, commercial, or
not-for-profit sectors.

Declarations

Conflict of interest  None.

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