Technology Acceptance and Teacher Performance: The Role of Biometric Attendance Systems in Elementary Schools of Tehsil Sehensa, Kotli, AJ&K

Abstract

Technology has revolutionized education, and Azad Jammu and Kashmir introduced biometric attendance in schools. This study investigates its role in secondary teachers' attendance, academic results, and behavior in District Kotli. A descriptive cross-sectional survey design was employed. The population comprised all 115 head teachers of boys' and girls' high schools in District Kotli (80 boys' schools, 35 girls' schools). Using random sampling, all 115 head teachers were included. A self-developed 27-item Likert scale covered teacher attendance, results, and behavior. Validation and pilot testing showed high reliability (Cronbach's α = 0.87). Data were collected personally and analyzed using frequency, percentage, mean scores, and Pearson correlation. For teacher attendance, head teachers strongly affirmed the positive role of biometric systems: 99.2% agreed biometric systems reduce teacher absenteeism (M=4.34); 99.3% agreed biometric systems are useful for attendance tracking (M=4.43); 100% agreed there is a positive relationship between biometric systems and teacher attendance (M=4.48). For teacher results: 99.2% agreed biometric systems motivate teachers to do lesson planning for good results (M=4.50); 94.2% agreed biometric systems improve overall educational performance of schools (M=4.74); 100% agreed biometric systems have high-level influence on teacher results (M=4.48). For teacher behavior, 98.2% agreed teacher-student relations improved, 98.2% agreed teachers are motivated, and 93.9% agreed teachers do not feel anxiety. Correlation analysis showed a strong positive relationship with attendance (r=.892), results (r=.856), behavior (r=.823), and overall performance (r=.874). The study concludes biometric attendance systems play a significantly positive role in enhancing teacher performance.