Abstract
This study examined the effect of remote work on teaching performance in higher education, considering professional engagement and institutional climate as complementary explanatory factors. A quantitative explanatory design was employed with a sample of 428 university professors. Multiple regression analysis revealed that the model explains 33\% of the variance in teaching performance. Although remote work showed a positive and statistically significant effect, teacher engagement emerged as the strongest predictor, followed by institutional climate. Mediation analysis indicated that part of the impact of remote work operates through motivational and organizational variables. The findings suggest that the sustainability of academic performance in digital environments depends on the interaction between structural conditions and psychosocial factors.
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Copyright (c) 2026 Teresa Mercedes Verastegui Galvez, Abel Antonio Valdivia Rodriguez