Analysis of Research Trends on the Authority of Early Childhood Teachers: A Focus on Domestic Journals and Dissertations Over the Past 20 Years (2004-2023)

Objectives As interest in the teaching rights of early childhood teachers has increased, related studies have been conducted continuously. However, systematic analyses of research trends in the field of teaching rights remain insufficient. This study aims to analyze the research trends on the teaching rights of early childhood teachers to explore strategies for establishing their teaching rights and to provide fundamental data and implications for designing future educational policies and systems. Methods Over the past 20 years (2004–2023), a total of 66 studies related to ‘early childhood teachers/ kindergarten teachers/ childcare teachers’ were analyzed. These studies, published in major domestic journals and dissertations, were identified using keywords such as ‘teaching rights/ educational rights/ authority/ status/ violation of teaching rights/ protection of teaching rights’. The analysis was conducted in five-year intervals, focusing on research types, subjects, themes, and the content and outcomes of major topics. Results Among the studies on early childhood teachers' authority published between 2004 and 2023, there were 36 journal articles and 30 theses, totaling 66 papers. An analysis of the research output in five-year increments showed an increasing trend in the number of studies. Of the 66 papers analyzed, quantitative research was the most common, with 47 studies, and 45.5% of the research focused on childcare teachers. Regarding research topics, studies on teachers' perceptions of authority accounted for the highest proportion at 68.2%. When further subdividing the topics into subcategories, the perception of authority remained the most frequently studied. Conclusions Research on the authority of early childhood teachers has been steadily increasing, highlighting its importance for providing high-quality education and care. Continuous analysis of research trends in this area is necessary. In addition to quantitative research, future studies should employ qualitative methods such as observations and interviews to allow for more interpretive and contextual analysis of emerging phenomena. Furthermore, expanding the scope of research subjects to include parents, education and care professionals, and the general public will ensure that diverse perspectives are considered. Various research topics related to teacher authority should also be explored to provide a comprehensive understanding of this critical issue.