The Effect of Hybrid Office Environments on Curriculum Support Officer Performance in Western Kenya

Abstract

The education sector has undergone significant transformations in recent years, with the emergence of new technologies and work arrangements reshaping traditional roles and practices. This study aims to examine the effect of hybrid office environments on the performance of curriculum support officers (CSOs) in the western region of Kenya. Using a cross-sectional survey design, data was collected from 115 CSOs across four counties. The results indicate a significant positive relationship between hybrid office environments and CSO performance (r = 0.462, p < 0.01). Regression analysis shows that hybrid office environments explain 21.3% of the variance in CSO performance. The findings suggest that the adoption of hybrid work arrangements can potentially enhance CSO performance, particularly in terms of work-life balance and job satisfaction. However, challenges in communication and collaboration within hybrid environments were also identified. The study provides valuable insights for educational policymakers and administrators in Kenya and similar contexts, offering evidence-based support for the adoption of flexible work arrangements while highlighting areas that require attention to maximize their effectiveness.