This study explores the surveillance of Israeli teachers by CCTV systems (CCTVs), based on interviews with teachers who reported being monitored by CCTVs in their schools and with school principals using CCTVs to monitor teachers. The findings present and analyze forms of teachers’ CCTV surveillance, its impact on teachers’ behavior, their feelings, and their normative perceptions. We find that teachers’ surveillance by CCTVs includes spatial and temporal dimensions that differ from other forms of teachers’ monitoring. The findings show how surveillance demoralizes teachers, induces resistance, and produces social categorizations that exacerbate teachers’ low social status.
|Number of pages||12|
|Journal||Teaching and Teacher Education|
|State||Published - Feb 2019|
Bibliographical noteFunding Information:
We thank Shiri Lavy and Benny Benjamin for helpful comments and Dalal Hino, Danielle Cohen, Einat Meital, Halla Koury, Oren Yirmia and Shadi Agbaria for excellent research assistance. We also thank the Israel Science Foundation (Grant 448/15 ) for financial support.
© 2018 Elsevier Ltd
- School surveillance
- Social categorization
- Teachers’ social status
- Teachers’ surveillance
ASJC Scopus subject areas