Abstract
Based on the data of middle school teachers in 2021 from the Gyeonggi School Education Survey, this study explored the actual situation and related factors of teachers' human rights violation experiences and analyzed the relationship with teacher efficacy (instructional efficacy and life guidance efficacy). The results showed that the majority of middle school teachers had experienced human rights violations by students, and that teacher gender, teaching experience, school climate, and the average number of hours per week of students in the classroom were related to this. When other factors were considered, it was found that teachers who had experienced human rights violations by students had significantly lower teaching effectiveness and life guidance effectiveness.
 Based on these results, we suggest the following implications for teacher policies in Korea. First, the concept of teaching rights should be expanded to include the basic human rights of teachers in educational activities and include violations of teachers' human rights in addition to violations of teaching and life guidance. Second, existing data on teacher rights violations do not adequately reflect the full range of teacher rights violations, so it is necessary to improve them. Third, since the degree of human rights violation negatively affects teachers' sense of teacher effectiveness, it is necessary to actively protect teachers and provide psychological support and training so that they can regain confidence in teaching and life guidance
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