The purpose of this study was to investigate the influences of creativity on shared leadership and teacher efficacy early childhood teachers'. For that purpose, the study conducted a survey with 213 early childhood teachers' in some areas of Gyeongbuk Province and Busan as well as candidates for promotion education in the Chungbuk region. Collected data were put to frequency, percentage, correlation analysis, and multiple regression analysis with the SPSS 18.0 program. The findings were as follows: first, the early childhood teachers' showed positive correlations between such subfactors of creativity as divergent thinking and acting, general knowledge and thinking foundation, knowledge base and technology in certain areas, task implementation through concentration, motive and motivation, and allowance of openness and ambiguity and shared leadership and teacher efficacy. Secondly, allowance of openness and ambiguity had the most positive influences on shared leadership of all the creativity variables of early childhood teachers', being followed by general knowledge and thinking foundation and task implementation through concentration in the order. Finally, of all the creativity variables of early childhood teachers', allowance of openness and ambiguity had the most positive impacts on teacher efficacy, being followed by general knowledge and thinking foundation and motive and motivation in the order. Those findings will serve as significant basic data to devise support measures to promote the understanding of creativity among early childhood teachers' and reinforce their creativity.