This study is a qualitative meta-synthesis study that analyzed qualitative research conducted in Korea on the topic of teachers' experience and recovery from violations of their teaching rights. The research method was approached as a qualitative interpretive meta-synthesis study presented by Aguirre and Bolton(2014), which seeks to construct a deeper and expanded interpretation and explanatory model for the phenomenon beyond individual qualitative research results. In the study, 11 qualitative studies were analyzed through an evaluation process. As a result of analyzing the qualitative research materials, 195 individual themes, 66 integrated themes, and 17 core themes were identified. The researcher analyzed this by dividing it into violations of teaching rights, parental causes, and institutional causes. After analyzing the core damage issues, spread of damage, and coping strategies of violations of teaching rights, the context and results that affected teachers' recovery strategies were analyzed. Based on the research results, discussions were held on the silence and complicity of the educational community regarding violations of teaching rights, the collapse of classrooms due to violations of teaching rights, the possibility of compatibility between student human rights and teaching rights, and teachers' sense of professional calling, as well as preventing and recovering teachers' violations of teaching rights. Suggestions were made on what could be done at the pedagogical level.