This study draws implication and identifies the current state of research on teacher s right by analyzing the research trends of teacher s rights and authority published in Korean academic journals from year 2011 to 2020. For this purpose, content analysis was implemented through research theme, research method, research subject, and analysis by time period on 77 total studies on teacher s right among academic papers. From the results of this study, the research themes were classified into seven main topics total and among the topics, 74% of the total were researched on the concept of teacher s rights, awareness of teacher s rights, and violation of teacher s rights. Literature review, quantitative research and qualitative research were carried out in order as the research method. Studies on teachers were conducted the most as research subjects, and studies are increasing especially on childcare teachers and kindergarten teachers. As for the analysis by time period, 3~9 journals have been studied each year steadily since year 2011, in year 2020 the number of studies surged up to 16 journals. Based on these results, the following are discussed. First, in terms of research theme, studies increased in ensuring teacher s political fundamental human rights, and increased in awareness on teacher s right of kindergarten and childcare teachers, also the studies are focused on teacher s experience of harm in the area of violation on teacher s right and there is shortage in theoretical studies of teacher s right in the field of education. Second, in terms of research method, there are diversification trend in research method, quantitative research bias in research of awareness and lack of research exploring variables. Third, in terms of research subjects, expanding the exterior of teachers is necessary as they are the subject of teacher s right and studies are needed on teacher s right of special education teacher. This study s conclusion are as follows. First, from the constitutional theory perspective, reconsideration of the restrictions on the political fundamental human rights of elementary, middle and high school teachers and studies on the impact of teacher s identity and educational activities from the political fundamental human rights restriction are needed. Second, strengthen the qualification requirements of childcare teachers who administers the Nuri curriculum and basic studies to protect the teacher s right are needed. Third, various studies on teacher s rights should be conducted in the field of education.