Does Digital Attendance System Quality Improve Lecturer Performance? The Mediating Effects of Technostress and Work Engagement

Abstract

The increasing adoption of digital technology has transformed human resource
management practices in higher education, including the implementation of
Digital Attendance Systems to enhance administrative efficiency and
institutional governance. However, limited research has examined how Digital
Attendance System Quality is related to lecturer performance through
psychological mechanisms. This study investigates the relationship between
Digital Attendance System Quality and Lecturer Performance, with Technostress
and Work Engagement as mediating variables. A quantitative cross-sectional
survey was conducted among lecturers at the Faculty of Economics and
Business, Universitas Pattimura, Indonesia. Using a total sampling approach, 136
valid responses were analyzed using Partial Least Squares Structural Equation
Modeling (PLS-SEM). The results show that Digital Attendance System Quality
has a positive and significant effect on Technostress, while Technostress has a
positive and significant effect on Work Engagement. Work Engagement has a
positive and significant effect on Lecturer Performance, whereas the direct effect
of Digital Attendance System Quality on Lecturer Performance is not significant.
Furthermore, the sequential indirect effect of Digital Attendance System Quality
on Lecturer Performance through Technostress and Work Engagement is
positive and significant (β = 0.172, p < 0.001). These findings suggest that the
relationship between digital attendance system quality and lecturer performance
is explained more strongly through the sequential role of Technostress and Work
Engagement than through a direct relationship. The study contributes to the
Digital Human Resource Management literature by highlighting the role of
psychological mechanisms in explaining the relationship between digital
attendance system quality and lecturer performance during technology adoption.