Evaluation of the Adoption of Academic Information Systems Based on Technology Acceptance Model (TAM)

The digitalization of school administration often fails not because of technical shortcomings, but because of organizational unpreparedness and psychosocial barriers. This study evaluates the adoption of the Afresto platform as an academic information system at a private junior high school in Tangerang, Indonesia, using the Technology Acceptance Model (TAM), complemented by Perceived Organizational Support (POS) and technostress perspectives. A descriptive qualitative intrinsic case study was conducted over one academic semester. Data were collected through participatory observation, documentation analysis of technical incident logs from the school's coordination WhatsApp group, and semi-structured interviews with teachers selected through purposive sampling. Analysis followed the Miles, Huberman, and Saldaña interactive model, with methodological triangulation to strengthen credibility. The findings show that Perceived Usefulness is bifurcated: automated assessment correction and cloud storage were valued, whereas the sequential module creation workflow was considered more burdensome than conventional word processors. Perceived Ease of Use was critically low because of deep navigation hierarchies, automatic account locking, and training that lacked operational depth, which in turn weakened perceived usefulness. Server downtime during exam periods and students' limited devices intensified teacher technostress. POS was distributed asymmetrically, as technical knowledge remained concentrated among curriculum leaders. Sustainable adoption therefore requires differentiated training, distributed technical support, workflow simplification, and investment in infrastructure. The single-site, one semester scope limits generalizability; future longitudinal, multi school research is recommended.