How the Coronavirus and Working from Home Have Altered the Lived Experience of Administrators in Higher Education

The problem addressed in this study is most research shows the transition to remote work has negatively affected the well-being of higher education administrators required to work from home since the coronavirus pandemic. The purpose of this qualitative case study was to explore the experiences of higher education administrators working from home since the pandemic began in March 2020 and how the change to remote work has changed their well-being. The Job Demands-Resources (JD-R) model of burnout, linking high job demands to exhaustion and low job resources to disengagement, served as a framework to study the impact of working from home on academic administrators' burnout, turnover intention, and job satisfaction. The qualitative case study design was chosen for its flexibility and depth, providing a comprehensive understanding of the impact of remote work on the well-being of higher education administrators by allowing them to share their experiences in their natural settings, thereby offering insights into the human aspect of their transition since the pandemic. In exploring the effects of home-based work on academic administrators, the researcher conducted 15 interviews, using initial inquiries to ease into sensitive topics about well-being and utilizing the Job Demands-Resources model to focus on exhaustion and disengagement, assessing participants' physical and emotional wellness. The transition to remote work during the COVID-19 pandemic had varied impacts on the emotional, mental, and physical well-being of academic administrators: a majority reported detrimental effects emotionally and mentally, while physical well-being responses were more balanced, with a mix of positive, negative, and neutral experiences. The shift to remote work significantly altered academic administrators' perceptions of work-life balance, with varying responses: 20% reported improvement, over half found it negatively impacted their ability to separate work and personal life, a small group felt no change, and some experienced mixed feelings, highlighting the complex effects of working from home. The study recommends broadening its geographical scope and analyzing outcomes based on gender and age differences to gain deeper insights into the impact of remote work on academic administrators. This study delved into the effects of remote work on the well-being, work-life balance, and professional roles of academic administrators during the COVID-19 pandemic, providing insights and recommendations for institutions to support their staff through tailored wellness programs, work-life balance training, effective communication channels, ongoing evaluations, and professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]