| Summary: | Purpose: While schools worldwide have employed closed-circuit television (CCTV) to discourage school violence, the literature shows that stakeholder attitudes toward adopting this technology are inconsistent across cultures. Generally, they are concerned with effectiveness, necessity, privacy, and operational transparency. Based on the Technology Acceptance Model for Video Surveillance (TAM-VS) theory, this study examined the attitudes of educational stakeholders, namely educators and students, toward adopting CCTV in Vietnam. This study aims to investigate which criteria Vietnamese stakeholders use to evaluate the necessity of CCTV and whether the concerns of Vietnam, a developing country, are similar to those of developed countries. Methods: This study addressed these research questions by purposely sampling and interviewing 49 Vietnamese high school students, recent high school graduate students, teachers, and administrators. It employed semi-structured and in-depth interviews to gather content-rich data and applied thematic analysis to discover new insights from stakeholders under the modified TAM-VS framework. The study also followed the COREQ guidelines to improve the transparency and rigor of the data collection and analysis. Findings: On an exploratory basis, most Vietnamese stakeholders believed that while CCTV cannot comprehensively prevent school violence, its effectiveness overshadows privacy concerns. Regarding operational transparency concerns, participants suggested that better communication, consent collection, and the right to amend school policies related to CCTV are important. From the participants’ perspective, the three criteria for evaluating the necessity of CCTV were (1) its effectiveness in controlling school violence, (2) serving other purposes to enhance overall schooling performance, and (3) insufficient existing methods. Conclusions: This study provides context-rich insights into the perceptions of the necessity, effectiveness, privacy, and operational transparency concerns of CCTV across different stakeholders in the education and developing country context. On the practical contribution, the research identifies strategies that school administrators can employ to promote CCTV acceptance in Vietnamese high schools.
|
|---|