Teachers' Readiness and Perception toward Digital Transformation of Performance Management in Schools

Abstract

Digital transformation in performance management systems is a crucial policy to enhance teacher accountability and professionalism in Indonesia. Its success highly depends on teachers’ digital readiness and positive perceptions, particularly in elementary and junior high schools in Melawi Regency that face infrastructure limitations. This study aims to analyze teachers’ digital readiness and perception of performance management systems using the Technology Acceptance Model (TAM) framework. A descriptive quantitative approach was used by surveying 120 teachers from elementary and junior high schools. Research instruments included a Digital Readiness Assessment and a questionnaire measuring Perceived Ease of Use (PEOU) and Perceived Usefulness (PU). Data were analyzed using descriptive statistics and Pearson correlation. The findings show that the average PEOU score (>4.20) indicates high system acceptance, while the PU score (≈3.95) suggests external barriers such as limited technical support and network issues. A strong positive correlation (r = 0.701) between PEOU and PU shows that ease of use significantly influences perceived usefulness. These results highlight the need for better ICT infrastructure and technical support to ensure the effective digital transformation of performance management systems in schools.