This study is a quantitative research aimed at examining preschool teachers' levels of democratic decisiveness and their attitudes toward children's rights. The study sample consisted of 230 preschool teachers working in Sakarya and its districts. The data collection instruments used were the Attitude Scale toward Children’s Rights developed by Kepenekçi (2006) and the Democratic Teacher Decisiveness Scale developed by Yeşil (2010). Data analysis was conducted using SPSS 24.0, and parametric test techniques were applied.

The findings indicate that teachers’ scores on democratic decisiveness and attitudes toward children’s rights were generally at a moderate level. A weak negative correlation was found between democratic decisiveness scores and attitudes toward children’s rights (r = -0.321, p < 0.01). When demographic variables were examined, democratic decisiveness scores showed a significant difference according to years of professional experience, while no significant differences were observed regarding gender, marital status, age, age group taught, or type of graduated institution. Attitudes toward children’s rights did not show significant differences according to any demographic variable.

The results reveal that teachers possess theoretical knowledge about children’s rights but do not fully translate this knowledge into classroom practices. While teachers showed positive attitudes toward the right to protection, they demonstrated insufficient sensitivity regarding participation, development, and the best interests of the child. This indicates a need to further support teachers’ awareness of children’s rights in behavioral terms.

The study provides a basis for recommendations to enhance teacher education programs and in-school practices concerning children’s rights and democratic decisiveness. Future studies are suggested to examine factors such as parental attitudes, children’s rights awareness, and teachers’ stress-coping strategies.