This research investigated the mediating role of attitudes and perceptions between working from home (WFH) and employees’ job performance. It also explored the role of gender, education level, and job position in the relationship between specifications and facilities when working from home, as well as attitudes and perceptions. This study is exploratory and capitalizes on novel findings from a questionnaire. Data were collected from 399 employees employed by the principal Saudi businesses. The current study uses structural equation modeling to test the research hypotheses and examines the direct and indirect relationship between working from home and employees’ job performance. The results confirmed the significant direct linkage between WFH and employees’ job performance through the mediating roles of WFH employees’ attitudes and perceptions. Our findings also confirm the significant relationship between WFH employees’ attributes and their job performance, and the significant association between WFH and job performance. However, our results identified the fact that perceptions have an inverse impact on job performance. This study also provides significant theoretical and practical insights for managers who are adopting WFH. It contributes empirically to the literature by informing managers of the factors driving job performance in WFH, helping organizations to cope with the many issues related to a workforce who are working from home. Our research findings also ascertained that WFH seems likely to become a permanent managerial practice in terms of human resources, rather than a simple circumstantial measure. Moreover, this study can be considered as one of the first studies that assess the effect of WFH on employees’ job performance via a mediation role of employee attributes, in the context of Saudi firms.

No abstract

This study examines the impact of perceived organizational justice on Egyptian teachers' work related outcomes. It investigates the direct impact of organizational justice on teachers' job satisfaction and organizational commitment and its indirect impact on their turnover intention through these factors. It also examines the difference in teachers' perception of organizational justice and work related outcomes in public schools from that of private schools. Using a self-administrated questionnaire, 308 Egyptian teachers from 31 schools operating in the Tenth of Ramadan city were surveyed. Amos 18 and SPSS 20 were utilized to perform the statistical analyses. An integer programming model is presented to test the direct and indirect impacts of these variables on turnover intention. The study revealed that distributive justice is more related to teachers' job satisfaction than procedural justice, while interactional justice is more related to teachers' organizational commitment than procedural justice. Organizational justice was found to have an indirect impact on turnover intention through organizational commitment. The results show that there is a significant difference in teachers' perception of organizational justice and organizational commitment in public schools from that of private schools. On the other hand there is no significant difference between their perception of job satisfaction and turnover intention. This study demonstrates empirically the importance of organizational justice in developing positive work related outcomes in a developing country. It enables school managers to develop appropriate strategies and policies to achieve better outcomes especially in hard working conditions.