SUMMARY
Today, in modern society, great attention is paid to children’s or pupils’ rights, so the questions of whether one should go to extremes, and what occurs to pupils’ obligations and duties rightly arise. Therefore, the aim of this research is to examine the assessments of pupils and teachers on the representation of pupils’ rights and obligations in primary school. The study is based on non-experimental research, and the techniques of survey and scaling were used. The research sample consists of two parts. The first part consists of 700 pupils of the sixth, seventh, eighth and ninth grade of primary school, while the second part of the sample consists of 101 primary school course teachers. The obtained research findings show that there are differences in the assessments of pupils and teachers on the representation of pupils’ rights and obligations in primary school. Differences were registered in pupils’ assessments in relation to gender, level of achievement in school, age and educational level of fathers, while the difference did not prove significant in relation to the variable educational level of mothers. The registered differences in teachers’ assessments of pupils’ rights and obligations were shown with regard to the teacher’s work experience and the teaching area. The obtained data can be useful for the development of theoretical and conceptual settings in this area, and their practical implications, i.e. recommendations and guidelines for the actors of the educational institution in implementing pupils’ rights and obligations, are even more important.