The purpose of this paper is to provide comprehensive implications on elementary and secondary teachers' experiences of infringement on teachers’ rights through a qualitative meta-synthesis. Nine qualitative studies dealt with elementary and secondary school teachers’ direct experiences of infringement on teachers’ rights were selected for analysis. It was confirmed that the themes and subtopics derived from the analysis process were very similar to the classification of Bronfenbrenner's ecological system theory. By applying this, the analysis framework was divided into four dimensions: the individual (microsystem), school (mesosystem), surrounding environment (exosystem), and beliefs and assumptions (macrosystem). And each dimension was elaborated into 'context' and 'action'. As a result of the study, the individual-level context was 'personal characteristics and family background', in which personality/values, gender, employment conditions, career, family support and so on. The school-level context was 'ambivalence of school culture'; it was confirmed that the ambivalent actions of administrators, fellow teachers, parents, and the school system occurred. The context of the surrounding environment was 'relevant institutions and systems'; Office of Education, laws and systems, the world of work, interest groups and media, and other educational policies were perceived as having a largely negative effects on infringement on teachers’ rights. Lastly, in the context of beliefs and assumptions, the perception of teachers as good beings led the teachers victimized by teachers’ rights infringement to having moral reflection, bearing it alone, or feeling guilty. By synthesizing these results, the following implications were derived. First, the experience of infringement on teachers’ rights is explained as a multi-dimensional combination of the individual teacher, the school the teacher works in, the surrounding environment, and the belief system. Second, each dimension surrounding teachers acts as an influencing factor for overcoming the experience of infringement on teachers’ rights. Third, the belief system that regards teachers as absolute good beings influences the other three dimensions.