Dissertation Title: Support and Performance Management for Teaching Staff in Higher Education During the Transition to Hybrid Working
Research Methodology: Quantitative research using survey data
Research Design: Cross-sectional survey design with descriptive statistics, Pearson correlations, independent samples t-tests, and multiple regression analysis
Abstract
Background: The rapid shift to remote and hybrid working in higher education institutions (HEIs) created substantial challenges for teaching staff, requiring universities to develop effective support, communication systems, and performance management practices. Understanding how institutions facilitated this transition is essential for improving staff wellbeing, satisfaction, and productivity.
Aim: This study examined the types of support provided to teaching staff during the transition to hybrid working, the communication strategies used by universities, and the factors influencing staff performance during the shift to remote teaching modes.
Methods: A quantitative cross-sectional survey was administered to 43 faculty members. Descriptive statistics were used to assess perceptions of support systems, communication quality, and performance management. Pearson’s correlation analysis examined relationships between demographic variables and perceptions of support. Independent samples t-tests compared communication effectiveness between staff who recommend their workplace and those who do not. A multiple regression analysis assessed whether years of teaching experience predicted the ability to transition to new teaching methods. Reliability was evaluated using Cronbach’s Alpha.
Results: Four key support areas were identified: induction programmes, training, communication, and technological support. Staff reported receiving induction and technological support frequently, but training and communication were viewed as less effective. Correlation analysis revealed no significant relationship between demographic variables (ethnicity, years of experience) and perceived support. Communication strategies—including feedback collection and guidance access—positively contributed to staff satisfaction, with the t-test showing a significant difference between groups (p < .05). Regression results indicated that teaching experience significantly predicted adaptability to new teaching methods (F(1,41)=7.070, p=.011). Reliability analysis showed strong internal consistency for performance management items, but poor reliability for support and future-view subscales.
Conclusion: The transition to hybrid teaching required a blend of structured induction, technology support, clear communication, and performance monitoring. While some support mechanisms were effective, training and communication strategies require improvement. The findings highlight that teaching experience enhances adaptability, and clear communication significantly strengthens successful transitions. Improved reliability of measurement tools is recommended for future research.