The Panopticon Classroom: The Role of CCTV in Shaping Teachers’ Behavior

The growing use of closed-circuit television (CCTV) cameras in educational settings, particularly inside classrooms, is predominantly justified by the need to ensure security; however, the consequences of this surveillance on teachers’ behavior and professional identity have largely been overlooked. The present study aims to investigate the role of CCTV cameras in shaping and modifying teacher behavior. Given the theoretical nature of this research, the methodology employs a qualitative approach, based on conceptual analysis and informed by Michel Foucault’s theoretical framework of disciplinary power and Jeremy Bentham’s concept of the Panopticon. The findings demonstrate that installing cameras in the classroom transforms this space into a modern Panopticon. Based on the Foucauldian principles of visibility, uncertainty of observation, and normalization, teachers, aware of the constant possibility of being watched, internalize the gaze of the observer and continuously engage in self-regulation and behavioral modification. The results indicate that video surveillance is not merely a neutral security tool, but rather an active agent in controlling and directing behavior, which can severely impact teachers’ professional autonomy, pedagogical innovation, and psychological well-being. Ultimately, this research elucidates the ethical and educational implications of such continuous surveillance and emphasizes the necessity for a critical review of policies regarding the use of surveillance technologies in schools, with a focus on preserving the status of teachers.

کلیدواژه ها:

Panopticon ، Michel Foucault ، CCTV ، Shaping Behavior ، Teachers ، Disciplinary Power