This study examines the relationship between emotional intelligence and job stress about turnover intention of day care teachers and analyzes their background variables about turnover intention and the relative importance of emotional intelligence and job stress. For this, subjects for inquiry set in this study are as follow: Subject for inquiry 1. Is there any difference in turnover intention of day care teachers according to background variables(age, academic background, marriage, career, salaries)? Subject for inquiry 2. How is the relationship between emotional intelligence and job stress about turnover intention of day care teachers? 2-1) How is the relationship between turnover intention and emotional intelligence of day care teachers? 2-2) How is the relationship between turnover intetion and job stress of day care teachers? Subject for inquiry 3. How is the relative importance of background variables about turnover variables of day care teachers and emotional intelligence and job stress? The subjects of this study is 317 day care teachers who work in 45 daycare centers located in 6-gus, Busan. The research tools used in the study are the emotional intelligence tool that Park, bokmae(2011) used EIS(Emotional Intelligence Scale) developed by Wong and Law (2004) by translating it into Korean, the job stress tool that Lee, Eunshil (2012) used the questionnaire that Son, Changyang(2009) translated the questionnaire by Clark(1980)(Modified Teacher Occupational Stress Factor Questionnaire) into Korean, and the turnover intention tool for day care teachers used by Choi, Eungyeong(2013) to measure turnover intention of day care teachers. The main survey was conducted via a preliminary survey and 317 copies were used as the final analytical data. Percentage, frequency analysis, Pearson’s product moment correlation analysis, and multicollinearity were reviewed by using spss 21.0 program and hierarchial regression analysis was carried out. The major results of this study were summarized and concluded as follow: First, the result which examined turnover intention about background variables of day care teachers has found that turnover intention of teachers with lower academic background, lesser work experiences, lesser salaries, younger children that they are responsible for is higher than that of teachers with higher academic background, more work experiences, more salaries, older children that they are responsible for. Second, it has found that the higher day care teachers’ job stress including lack of administrative guidance support, work overload, relationships with co-workers, relationship with parents, and the relationships with nursery school children is, the higher turnover intention is. On the other hand, it has found that the lower day care teachers’ emotional intelligence including self-emotional awareness, self-emotional control, another emotional awareness, and emotional utilization is, the higher turnover intention is. Therefore, higher job stress and lower emotional intelligence are closely related with turnover intention. Third, self-emotional control and emotional intelligence are the most important predictors in turnover intention of day care teachers. And next, it has found that job stress of work overload, self-emotional awareness emotional intelligence, emotional utilization emotional intelligence, relationship with nursery school children job stress, another emotional awareness emotional intelligence, age of children that they are responsible for, and background variables have the effect on turnover intention of day care teachers.