Teaching workload has become a critical issue in higher education, particularly in professionally oriented disciplines such as accounting. Increasing student numbers, curriculum expansion, accreditation requirements, research expectations, and administrative responsibilities have substantially intensified academic workloads. This paper examines the relationship between teaching workload and faculty performance in accounting education. Drawing on an extensive review of global literature, the study analyzes how workload dimensions—teaching hours, assessment load, class size, administrative duties, and research pressure—affect instructional quality, faculty well-being, and student learning outcomes. A conceptual framework is proposed linking workload factors to teaching performance through mediating variables such as job satisfaction, burnout, and pedagogical innovation. The paper concludes that excessive and poorly managed workloads negatively influence teaching effectiveness in accounting education and calls for balanced workload models, institutional support, and policy reforms to sustain high-quality accounting instruction.