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 organizational support was insignificant. The findings of this research have some important implications for policymakers.