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The objective of this study is twofold. First, it examines the relationship between stressor factors (i.e. role overload, role conflict, role ambiguity, interpersonal conflict and organizational constraints) and commitment to change. Second, it investigates the moderating effect of internal communication in the hypothesized link.

A total of 225 administrative staff in the public higher education institutions located in the Northern Region of Peninsular Malaysia participated in the study. Structural equation modelling was used to test the hypotheses.

Role overload, role ambiguity and organizational constraints pose a substantial influence on commitment to change. Internal communication is a significant moderator in the association between role ambiguity and commitment to change.

This study contributes to the Social Exchange Theory by assessing stressor factors as the predictors of commitment to change. Future studies can further extend the model by examining other variables related to stressor factors and extending the nomological networks of these factors in relation to commitment to organizational change.

This study makes explicit the need for management in public higher education institutions to consider stressor factors, particularly role overload, role ambiguity and organizational constraints, which affect the commitment to change. Furthermore, the aspect of internal communication in public higher education institutions deserves further attention by the management in alleviating role ambiguity and boosting commitment to change among the administrative staff.

The study is one of the pioneers to demonstrate that the presence of internal communication as a moderating factor in assessing the influence of stressors on commitment to change among administrative staff in public higher education institutions. Further, little empirical evidence on commitment to change in terms of normative, affective, and continuance in the setting of Malaysian public higher education institution is available in the literature.

The purpose of this paper is to examine the structural relationships between the job itself (i.e. job characteristics), employee well-being and job performance in light of the new administrative reform called the Government Transformation Program in Malaysia that stresses on measurable performance outputs.

A total of 208 public sector employees from various public agencies and departments in the northern region of Peninsular Malaysia were surveyed. Some of the agencies that took part in the study include state departments, the fishery department, agriculture-related agencies and the rural development agency.

The authors observed that feedback positively influenced employee well-being, which served as a significant mediator in the relationship between feedback and job performance. The results indicated that 26.4 percent of the variance that explained employee well-being was accounted for by the different characteristics of a job. The authors also demonstrated that employee well-being accounted for 41.8 percent of job performance.

The authors recommended that public sector managers consider the element of feedback and enhance employee well-being to improve job performance.

This study offers an insight into the effect of perceived changes in the job itself on employee well-being and subsequent job performance in light of government reforms.

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.

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.

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.

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.

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.

The present study investigates the predicting role of institutional leadership competencies (namely, achieving goals and outcomes, leadership and leading change, and integrity and justice) in influencing job performance. It also seeks to examine whether proactive personality moderates the purported relationship.

Data were collected from 103 institutional leaders in various higher education institutions in Malaysia. Partial least squares structural equation modeling (PLS-SEM) technique via Smart PLS 2.0 was used to analyze the data and test the hypotheses.

The findings indicate that competencies of leadership and leading change and integrity and justice significantly and positively influenced job performance. Proactive personality was found to significantly moderate the relationship between leadership and leading change dimension and job performance.

This study contributes to the literature by assessing leadership competencies as the predictors of job performance. The moderating role of proactive personality is also substantiated in the leadership and leading change dimension and job performance linkage.

The significant and positive impact of leadership and leading change as well as integrity and justice on job performance suggests the importance of these leadership competencies in promoting high level of job performance among institutional leaders. Furthermore, in ensuring high job performance among institutional leaders, proactive personality is a crucial attribute that is worth to be given attention by higher education institution (HEI) administrators.

This study aims to provide additional empirical evidence in the leadership competencies domain. The research framework of this study managed to substantiate empirical evidence in partial support on the importance of leadership competencies and proactive personality in predicting job performance.

The objective of this study is to examine the predicting role of Machiavellianism, locus of control and moral identity on ethical leadership. This study also assessed the moderating role of ethical role modelling in the linkage between Machiavellianism, locus of control, moral identity and ethical leadership.

A total of 202 public service leaders in Malaysia participated in the study. A quantitative study was conducted and structural equation modelling was used to test the hypotheses.

Moral identity poses a substantial influence on ethical leadership. Ethical role modelling is a significant moderator in the association between moral identity and ethical leadership.

This study contributes to the social learning theory by assessing Machiavellianism, locus of control and moral identity as the predictors of ethical leadership among public service leaders in Malaysia. Future study can be further extended to both managerial and support staff to understand the ethical phenomenon in Malaysian public sector.

The study highlights the need for public sector to give considerable attention to moral identity in boosting ethical leadership among public service leaders in Malaysia's public sector. Furthermore, the element of ethical role modelling should not be neglected as this factor is a valid moderator in nurturing ethical leadership among public service leaders.

The study deepens the knowledge on the importance of ethical role modelling as a moderator in assessing the influence of the predictors on ethical leadership. Further, this study demonstrates that public service leaders who reported high moral identity would have higher ethical leadership if they experienced good ethical role modelling.

The primary purpose of this study is to assess the predicting role of job characteristics on job performance. Dimensions in the job characteristics construct are skill variety, task identity, task significance, autonomy and feedback. Further, work involvement is tested as a mediator in the hypothesized link.

A total of 256 public servants reported on their job characteristics and work involvement while supervisory ratings were used to assess their level of job performance. SPSS version 14 and AMOS 16 were used for statistical analyses of the data. A hypothesized structural equation model was tested to examine both direct and indirect influence of job characteristics on job performance.

The findings revealed that task significance and feedback significantly influence job performance and the relationships are mediated by work involvement. Skill variety, however, has a significant and direct influence on public servants’ job performance.

The research results have provided support for the key theoretical propositions. Specifically, this study has managed to substantiate some empirical evidences in partial support of the job characteristics theory.

As for practical implication, the significant and positive impact of skill variety, task significance and feedback on job performance suggests the importance of these job characteristics dimensions in promoting high level of job performance among public servants.

This study aims to provide additional empirical evidence in support of the job characteristics theory. The theoretical framework of this study managed to substantiate empirical evidence in partial support of the job characteristics theory.