Abstarct: This study investigates the impact of CCTV on the sense of self-efficacy among language teachers in Iran's private language institutes. In a milieu where there is an ever-increasing use of various surveillance technologies in educational institutions for security purposes, there is a limited understanding of how these practices influence or shape educators' professional identities. Self-efficacy refers to the belief of teachers in their capability to influence student engagement and learning outcomes. It is considered vital to drive instructional practices and classroom management. This study has adopted a quantitative ex-post facto design; therefore, the Ohio State Teacher Efficacy Scale, TSES, is administered to 104 English teachers who have been differentiated by the level of exposure to CCTV surveillance. The key findings were that there was no significant difference between the two groups in general self-efficacy, but teachers in schools with camera monitoring reported lower self-efficacy regarding classroom management. Teachers who viewed the cameras positively reported higher self-efficacy across all dimensions. This study calls attention to the need for the actors in the educational process to consider the psychological implications of surveillance technologies on teachers and to foster a policy environment conducive to trust and professional support. The final contribution of this research lies in the debate on the right to privacy, ethics in using technologies in education, and the wider implications of increased surveillance in learning environments.