This study analyzed the current situation and proposes improvement methods by conducting two surveys to understand teachers' perceptions of the current status of protecting educational activities (teaching rights) in elementary schools. Findings from the first survey revealed that a significant number of teachers experienced infringement of their authority and emphasized the urgent need for practical and preventive measures. The second survey emphasized the disconnect between existing protective policies and their implementation at the school level, with many teachers calling for more structured and effective support systems. Based on these findings, several key recommendations are proposed. First, it is necessary to establish a clear definition and scope for the protection of educational activities. Second, teachers should be granted legal immunity under child protection laws when they exercise legitimate disciplinary authority. Third, teachers’ legal right to discipline students must be protected. Fourth, recent amendments to the “Five Laws on Teacher Rights Protection” have inadvertently increased the administrative burden on school staff, necessitating urgent policy reassessment. Ultimately, fostering stronger collaboration among teachers, students, and parents, along with enhancing the educational environment, is vital to achieving holistic education in elementary schools.
Soh Yeong Yang (2025) studied this question.
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