Exploring the Challenges in Aligning Biometric Attendance with Cluster-Based CPD Activities: Perspective of Teachers, and Administration in Sindh

Abstract

This qualitative study explores the challenges faced by the teachers in Sindh regarding aligning the biometric attendance system with cluster-based Continuing Professional Development (CPD) activities. Despite the widespread adoption of a biometric attendance system to track teachers' attendance in schools, the alignment of this system with cluster-based CPD activities has become a significant challenge, particularly when teachers are marked absent. At the same time, they attend the CPD cycles in cluster hub schools. The previous research provided insight into the effectiveness of the cluster-based CPD model and biometric monitoring system in regulating teachers' attendance. However, there is a need to identify the issues teachers face in compliance with biometric attendance and their regular and active participation in CPD activities, as currently, both are not aligned. According to Herzberg's Two-Factor Theory, misalignment of the current biometric system with the CPD activities acts as a hygiene factor, marking them absent despite participation and creating dissatisfaction among teachers. This hampers teachers' engagement in CPD sessions and affects their professional development and classroom practices. This research aimed to understand teachers' experiences, perceptions, and challenges regarding attendance compliance during the CPD cycle. The data was collected through semi-structured interviews with 10 participants, including mentee teachers, guide teachers and subject coordinators. The data was analyzed thematically using NVivo software to identify patterns and insights.  The findings indicated that the current biometric system demotivates teachers from attending CPD sessions due to fear of being marked absent and logistical challenges such as distant venues, frustration, tiredness, and disinterest, hindering learning outcomes and their smooth transfer to classroom practices. The research suggested that integrating manual attendance into biometric systems, modifying current biometric software, providing administrative support and modifications at CPD, and using a biometric attendance monitoring system at the policy level can ensure active and regular participation of teachers in the CPD activities. Future studies could investigate integrated biometric-CPD systems, policy reforms, and the impact of administrative support on teacher participation in CPD classroom practices and students' outcomes.