This study examined the structural relationships between early childhood teachers' beliefs, decision-making types, and the practice of respect for rights in educational settings. To this end, a survey was conducted with 436 teachers in early childhood education institutions nationwide to collect data. The analyses revealed that the most prevalent decision-making type was analytical, followed by intuitive and regret-based types. Furthermore, among the beliefs and decision-making types of early childhood teachers, both the analytical and intuitive types showed a significant positive correlation with the level of respect for rights implementation in educational settings, whereas the regret-based decision-making type showed no effect. In the context of education, teachers' beliefs and teaching philosophy positively influenced the practice of respect for rights, while the regret-based decision-making type had a negative influence. Additionally, the decision-making types (analytical and intuitive) partially mediated the relationship between beliefs and the practice of respect for rights in educational settings. The findings suggest that early childhood teachers' beliefs, mediated through their decision-making types, influence the implementation of respect for rights in educational settings, providing implications for analytical and intuitive decision-making in early childhood education.