The Jordanian Teachers’ Resistance to the Use of the Fingerprint Attendance System: Critical Analysis and Resolution From an Educational Leadership Perspective

Abstract

This paper aimed to present a critical analysis from the educational leadership perspective for the Jordanian teachers’ resistance to use of the fingerprint attendance system and tried to identify the reasons of this issue and provided a group of recommended resolutions. This paper also reviewed the related theories, models, and approaches to support the process of explanation and discussion. Furthermore, This paper identified four themes during the discussion about the reasons behind teachers’ resistance to use of the fingerprint attendance system, these themes are: The Jordanian MOE did not follow the required strategies and procedures to implement the intended change successfully, and to avoid or overcome the resistance of teachers, The ambiguity about the reasons behind intended change and the reasons behind teacher’s resistance, The MOE did not consider the principles of rationality while making the decision of change and The MOE did not consider The TMA before using this of new technology. Furthermore, this paper recommended presented theoretical underpinning and models, and satisfactory and helpful for both the decision makers and teachers.