A Qualitative Analysis on Remote Work System and Performance of Lecturers in Nnamdi Azikiwe University, Awka.

The rapid shift to remote work in higher education, accelerated by COVID-19, raises questions about its effects on lecturers’ effectiveness. This qualitative study, guided by the Job Demands–Resources model, explored how remote work affects lecturers at Nnamdi Azikiwe University, Awka. Five lecturers were interviewed and transcripts analyzed in MAXQDA, producing five themes: impact on performance, communication and collaboration, access to resources and technology, time management and productivity, and advantages/disadvantages. Findings show a mixed outcome: remote work improved flexibility, focus, and access to digital resources for some lecturers, while others faced technical problems, reduced student engagement, limited access to physical resources, and blurred work–life boundaries. Participants reported coping strategies (structured schedules, virtual office hours, asynchronous tools) and emphasized that positive outcomes depend on institutional support. The study concludes that with reliable infrastructure, targeted training, clear communication, and wellbeing monitoring, remote work can enhance teaching and research performance; it recommends investment in technology, professional development, and regular evaluation of remote work policies.