Teachers And Administrators Perceptions Of Surveillance Technologies In K 12 Public Schools

This study gathered and examined the perceptions of public school teachers and administrators regarding the overall role that surveillance should play in school settings and the effectiveness and appropriateness of various surveillance technologies that are available to schools. A total of 182 teachers and 25 administrators from four suburban public school districts in southeastern Pennsylvania participated via an online survey. Follow-up interviews were conducted with 12 participants to gain deeper insights into their thoughts, experiences, and feelings regarding surveillance technologies in schools. Qualitative research methods were used to analyze the data. Results indicated that a majority of participating educators perceived surveillance technologies positively and felt that they should have a considerable role in maintaining or improving a school's overall safety. Educators expressed strong support for surveillance technologies that are designed to help schools monitor common areas, investigate incidents, and create an overall sense of safety and security. However, there was strong opposition towards the idea of surveillance technologies inside classrooms. Newly emerging and enhanced technologies for common areas, entrances, and visitors were viewed positively, but invasive technologies capable of monitoring individuals, offices, or classroom settings were perceived as detrimental to privacy, student-teacher relationships, and overall school climate. Given the balance between achieving school safety goals and cultivating a welcoming and trusting learning environment, this study shed light on a group of educators' perceptions regarding this complex topic. The results of this study might be useful to current school leaders who are considering surveillance technologies to improve school safety as new technologies continue to emerge.