In this study, we compared and analyzed the perceptions of Computational Thinking(CT) among elementary and middle school information teachers, professors, and private tutors. For the CT recognition survey, we deleveoped the questionnaire for CT based on six categories: basic knowledge about CT, definition, sub-elements, necessity, teaching method, and necessity of CT education. The questionnaire was answered by 107 people who are primary school teachers, secondary school teachers, university professors, private tutors of information education, or other professions (information technology professions). The participants’ overall perception of CT was described by descriptive statistics. We also conducted one-way ANOVA to examine whether there were significant differences among the groups. Results showed that teachers who had majored in computer education showed higher awareness of CT and higher awareness of the necessity of information education than those in other groups. It was also found that the teachers who were good at the scripting coding language showed very different general ideas of CT compared to other groups. The more experienced in information education or the more proficient in the coding language the teachers were, the higher awareness of the need for information and coding curriculum they showed. These findings may reduce the confusion of CT awareness in the field of education and contribute to the introduction of the information curriculum as a regular subject in elementary and middle school education.