The current study examined the effects of teacher efficacy, and level of professionalism in the subject of interaction of teachers and children. The data collected in this study sho ws the following results. First, teachers over thirty years-old tend to show a higher level of teacher efficacy, level of professionalism and interaction of teachers and children compa re to teachers who are under thirty. In categories, such as teacher efficacy and level of professionalism, accreditation experience caused significant difference. The group of teach ers who had more than two times of accreditation experience show higher teacher efficac y than the group of teachers that had no experience, and the previous groups' level of pro fessionalism was higher than the rest. Second, teacher efficacy has positive correlation in level of professional- ism and interaction of teachers and children. Level of professionalis m of childcare teachers has positive correlation with interaction of teachers and children. Third, when examining the relative effect of socio-demographic variables, teacher efficacy and level of professionalism on interaction of teachers and children, mature teachers have more influence on verbal interaction of teachers and children; the teachers who have longe r career have more influence on behavioral interaction of teachers and children. By and lar ge, teachers who are older and have higher teacher efficacy and level of professionalism gain more influence on overall interaction of teachers and children.