The purpose of this study is to develop a systematic program that incorporates scientific research methods of intervention study from problem identification to assessment and to prove the effectiveness of the program in the absence of the TA self-reparenting program to enhance the day care teachers efficacy. To achieve the research objectives of this study, the Intervention Research method of Rothman and Thomas (1994), a program development procedure model of the social welfare practice site, was used. The 5 stages of program development model consisted of program planning and problem analysis, information collection and integration, design, field experiment, and the final program development stage. The participants in the study were eleven day care teachers. In addition, the effectiveness of the intervention was verified through the comparison with the comparison group of eleven who received no treatment. The group participants went through the treatment of intensive group counseling, which consisted of eight sessions, each of which lasted for two days and one night. Day Care Teacher Efficacy Index was adapted for the measurement of the effectiveness of the program, and the measured value of the day care teacher efficiency was collected from each group immediately before and after, as well as one month after the program. The main results of the analysis of the effectiveness of the TA self-reparenting program developed in this study are as follows. Based on such results, the study suggests the contribution of TA self-reparenting program to its application in social welfare, as well as the future directions for research.