Purpose—The primary objective of this study is to explore factors affecting teacher performance in the Business College, at Sohar University. The research examines faculty perceptions of the influence of the following six factors: teaching load, work experience, participation in non-teaching assignments, motivation, teacher personality and behavior, and time management on academic performance. The study further seeks to recommend intervention strategies to address teacher performance issues. Design/methodology/approach. Data were collected using questionnaires administered to 45 faculty members, and 25 surveys were received and analysed. Quantitative methods such as descriptive statistics, regression analysis, and correlation analysis were employed to understand the relationship between the six factors and academic performance. Findings—The analysis reveals that time management, motivation, and teacher personality and behavior represent factors that impact academic performance. Although the small sample drawn from Sohar University makes it impossible to generalize the findings, the outcome of the study provides a better understanding of the aspects that need to be addressed to increase the quality of teaching. Originality/value—This research presents a coherent picture of the factors contributing to teacher performance in higher education. It has valuable principles for academic administrators hoping to raise the faculty level to improve students’ learning.