Transformation of Digital-Based Educational Human Resource Management
The impact of Online Attendance Systems and Digital Literacy on Teacher Performance and Discipline in Elementary Schools
DOI:
https://doi.org/10.62951/ijss.v2i3.463Keywords:
Digital Literacy, Educational Technology, Online Attendance System, Teacher Discipline, Teacher PerformanceAbstract
This study investigates the influence of an online attendance system and digital literacy on teacher discipline and performance in elementary schools. A quantitative explanatory research approach was employed to provide empirical evidence regarding these relationships. The research population consisted of 170 elementary school teachers in Bojong District, Pekalongan Regency, who were selected using proportional stratified random sampling to ensure representativeness. Data were collected through a structured questionnaire using a 5-point Likert scale, and analyzed with Structural Equation Modeling (SEM) through the Partial Least Squares (PLS-SEM) approach using SmartPLS 4.0 software. The measurement model evaluation demonstrated strong reliability and validity across all constructs. Cronbach’s Alpha values ranged between 0.820 and 0.872, Composite Reliability between 0.881 and 0.911, and Average Variance Extracted (AVE) between 0.649 and 0.718. Discriminant validity was confirmed based on both the Fornell-Larcker Criterion and the Heterotrait-Monotrait Ratio (HTMT). The structural model showed good predictive relevance with a Goodness-of-Fit (GoF) value of 0.366, indicating a large effect. Hypothesis testing results supported all proposed relationships. Digital literacy was found to positively influence teacher performance, while the online attendance system significantly affected both teacher discipline and teacher performance. Furthermore, teacher discipline was proven to have a positive effect on teacher performance. Mediation testing revealed that teacher discipline acted as a significant partial mediator in the relationships between digital literacy, online attendance systems, and teacher performance. The findings provide empirical validation for the Task-Technology Fit Theory and the TPACK Framework in the context of educational human resource management. This study confirms that digital transformation, through strengthening digital literacy and online systems, represents an effective strategy to improve teacher professionalism and enhance academic quality in elementary schools.
Downloads
References
Al-Khateeb, A. A. M., Idris, K. M., & Rahman, M. S. B. A. (2024). Teachers' digital competences: A scale construction and validation study. Frontiers in Psychology, 15, 1356573. https://doi.org/10.3389/fpsyg.2024.1356573
Al-Rahmi, A. M., Shamsuddin, A., & Alismaiel, O. A. (2020). Task-technology fit model: The factors affecting students' academic performance in higher education. Universal Journal of Educational Research, 8(12), 6831–6843. https://doi.org/10.13189/ujer.2020.081249
Al-Rahmi, A. M., Shamsuddin, A., Wahab, E., Al-Rahmi, W. M., Alturki, U., Aldraiweesh, A., & Almutairy, S. (2022). Integrating the role of UTAUT and TTF model to evaluate social media use for teaching and learning in higher education. Frontiers in Public Health, 10, 905968. https://doi.org/10.3389/fpubh.2022.905968
Bondarouk, T., & Parry, E. (2017). Electronic human resource management: Four decades of research on adoption and consequences. The International Journal of Human Resource Management, 28(1), 98–131. https://doi.org/10.1080/09585192.2016.1245672
Bondarouk, T., & Ruël, H. (2009). Electronic human resource management: Challenges in the digital era. The International Journal of Human Resource Management, 20(3), 505–514. https://doi.org/10.1080/09585190802707235
Buchtová, B. (2020). Factors affecting discipline in teaching. Journal of Education and Training Studies, 8(4), 45–53.
Canter, L., & Canter, M. (2001). Assertive discipline: Positive behavior management for today's classroom. Solution Tree Press.
Chen, X., & Wang, Y. (2022). The relationship between teacher discipline and performance outcomes in digital learning environments. Educational Technology Research, 15(2), 78–92.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Lawrence Erlbaum Associates.
Cui, Y., & Zhang, C. (2022). Integrating teacher data literacy with TPACK: A self-report study based on a novel framework for teachers' professional development. Frontiers in Psychology, 13, 929396. https://doi.org/10.3389/fpsyg.2022.966575
Epebinu, O., Adepoju, A., & Ajayi, M. (2024). Electronic human resource management (e-HRM) and organisational performance. International Journal of Management, Accounting and Economics, 11(11), 1554–1573.
Eshet, Y. (2004). Digital literacy: A conceptual framework for survival skills in the digital era. Journal of Educational Multimedia and Hypermedia, 13(1), 93–106.
Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68(5), 2449–2472. https://doi.org/10.1007/s11423-020-09767-4
Ferguson, R. F., & Danielson, C. (2015). The framework for teaching and the tripod of 7Cs evidence distinguish key components of effective teaching. In Effective teaching (pp. xx–xx). Harvard University Press. https://doi.org/10.1002/9781119210856.ch4
Galanaki, E., Bourantas, D., & Papalexandris, N. (2019). A decision model for outsourcing of HR functions: The case of Greece. The International Journal of Human Resource Management, 30(15), 2226–2252.
García, M. B., Alkawsi, G. A., & Baashar, Y. (2020). Digital literacy enhancement in education through gamification systems. International Journal of Advanced Computer Science and Applications, 11(12), 428–435.
Goe, L., Bell, C., & Little, O. (2008). Approaches to evaluating teacher effectiveness: A research synthesis. National Comprehensive Center for Teacher Quality.
Goodhue, D. L., & Thompson, R. L. (1995). Task-technology fit and individual performance. MIS Quarterly, 19(2), 213–236. https://doi.org/10.2307/249689
Hair, J. F., Hult, G. T. M., Ringle, C. M., & Sarstedt, M. (2022). A primer on partial least squares structural equation modeling (PLS-SEM) (3rd ed.). Sage Publications. https://doi.org/10.1007/978-3-030-80519-7
Hair, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2024). Advanced issues in partial least squares structural equation modeling (PLS-SEM) (2nd ed.). Sage Publications. https://doi.org/10.1007/978-3-319-05542-8_15-3
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach (3rd ed.). Guilford Press.
Kini, T., & Podolsky, A. (2016). Does teaching experience increase teacher effectiveness? A review of the research. Learning Policy Institute. https://doi.org/10.54300/625.642
Kock, N. (2016). Hypothesis testing with confidence intervals and p values in PLS-SEM. International Journal of e-Collaboration, 12(3), 1–6. https://doi.org/10.4018/IJeC.2016070101
Kristin, L. S., Suputra, I. N., & Sarbini. (2016). Pengaruh aplikasi kehadiran fingerprint terhadap kinerja guru melalui motivasi kerja di SMA Negeri 5 Malang. JPBM (Jurnal Pendidikan Bisnis dan Manajemen), 2(3), 170–177.
Lyu, H., & Luo, J. (2024). The impact of teachers' digital literacy on job performance: Evidence from Chinese schools. Computers & Education, 198, 104–117.
Marler, J. H., & Fisher, S. L. (2013). An evidence-based review of e-HRM and strategic human resource management. Human Resource Management Review, 23(1), 18–36. https://doi.org/10.1016/j.hrmr.2012.06.002
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Muharmi, Y., & Nadriati, S. (2022). Analysis of employee discipline based on digital attendance with the K-means algorithm method. Jurnal Teknologi dan Open Source, 5(2), 115–135. https://doi.org/10.36378/jtos.v5i2.2628
Pangrazio, L., Godhe, A. L., & López Ledesma, A. G. (2020). What is digital literacy? A comparative review of publications across three language contexts. E-Learning and Digital Media, 17(6), 442–459. https://doi.org/10.1177/2042753020946291
Prensky, M. (2001). Digital natives, digital immigrants part 1. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
Pudjiarti, E., & Winarni, A. T. (2025). Building bridges of knowledge: Humanistic leadership uniting campuses and community in Central Java. Jurnal Dinamika Manajemen, 16(1), 22–40. https://doi.org/10.15294/jdm.v16i1.13247
Reddy, S., & Srivastava, M. (2023). A digital literacy model to narrow the digital literacy skills gap. Heliyon, 9(3), e14878. https://doi.org/10.1016/j.heliyon.2023.e14878
Ringle, C. M., Wende, S., & Becker, J. M. (2024). SmartPLS 4. SmartPLS GmbH.
Rini Werdingingsih, E. S. P., & Hamu, F. J. (2023). Sharing tacit knowledge as a strategy for improving the quality of Central Java private education lecturers. Educational Administration: Theory and Practice, 29(3), 180–195. https://doi.org/10.52152/kuey.v29i3.684
Sarstedt, M., Adler, S. J., Ringle, C. M., Cho, G., Diamantopoulos, A., Hwang, H., & Liengaard, B. D. (2024). Same model, same data, but different outcomes: Evaluating the impact of method choices in structural equation modeling. Journal of Product Innovation Management, 41(3), 456–473. https://doi.org/10.1111/jpim.12738
Sierra, Á. A. J., Iglesias, J. M. O., Cabero-Almenara, J., & Palacios-Rodríguez, A. (2023). Development of the teacher's technological pedagogical content knowledge (TPACK) from the lesson study: A systematic review. Frontiers in Education, 8, 1078913. https://doi.org/10.3389/feduc.2023.1078913
Strohmeier, S., & Kabst, R. (2014). Organizational adoption of e-HRM in Europe: An empirical exploration of major adoption factors. Journal of Managerial Psychology, 29(6), 482–501. https://doi.org/10.1108/02683940910974099
Stronge, J. H. (2018). Qualities of effective teachers (3rd ed.). ASCD.
Sukowati, P., Ngarawula, B., & Lung, F. S. (2018). Implementation of a fingerprint attendance system to improve employee discipline. International Journal of Engineering and Management Research, 8(4), 120–125.
Tambuwun, J. A., Manoppo, W., & Keles, D. (2021). Pengaruh kedisiplinan kerja terhadap kinerja karyawan PT. Hasjrat Abadi Manado. Productivity, 2(3), 224–227. https://doi.org/10.47747/jnmpsdm.v2i4.392
Temirkhanova, M., Abildinova, G., & Karaca, C. (2024). Enhancing digital literacy skills among teachers for effective integration of computer science and design education. Frontiers in Education, 9, 1408512. https://doi.org/10.3389/feduc.2024.1408512
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. UNESCO Publishing. https://doi.org/10.54676/JJNK6989
Yamin, M. A. Y., & Swaiess, M. (2019). Investigating employee creative performance with integration of DeLone and McLean information system success model and technology acceptance model: The moderating role of creative self-efficacy. International Journal of Business Excellence, 16(1), 34–58.
Yang, X., & Lou, M. (2024). Digital literacy and teacher burnout: The mediating role of self-efficacy. Teaching and Teacher Education, 138, 104–115.
Zoho People. (2025). Attendance management system: Complete guide. Zoho Corporation.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 International Journal of Social Science and Humanity
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
