본 연구는 보육교사의 정서지능이 교사효능감과 역할수행에 미치는 영향력을 알아보고자 하였다. 본 연구목적을 위해 전라남도에 소재한 보육교사 150명을 대상으로 정서지능, 교사효능감, 역할수행에 관한 설문조사를 실시하였다. 수집된 자료는 SPSS 21.0 프로그램을 사용하여 Pearson의 상관분석과 단계적 회귀분석을 실시하였다. 연구결과, 첫째, 보육교사의 정서지능과 교사효능감과는 전체적으로 유의미한 정적 상관관계가 나타났으며, 보육교사의 정서지능 중 정서활용, 타인정서인식, 정서조절이 교사효능감을 의미 있게 예측하는 변인으로 나타났다. 둘째, 보육교사의 정서지능과 역할수행은 전체적으로 유의미한 정적 상관관계가 나타났으며, 보육교사의 정서지능 중 정서활용, 타인정서인식, 정서조절, 자기정서인식이 역할수행을 의미 있게 예측하는 변인으로 나타났다. 이러한 결과는 정서지능이 교사효능감과 역할수행을 높일 수 있는 중요한 변인임을 고려해 볼 때, 보육교사의 정서지능을 증진할 수 있는 다각적 접근이 필요함을 시사한다. The present study aims to examine the effects of childcare teachers’ emotional intelligence on their teaching efficacy and role performance. A questionnaire survey concerning emotional intelligence, teaching efficacy, and role performance was conducted on 150 childcare teachers working in South Jeolla Province for the purpose of the present study. Pearson's correlation and stepwise regression analysis were conducted with the collected data using SPSS 21.0 software. The study results showed that first, there was overall significant positive correlation between childcare teachers’ emotional intelligence and their teaching efficacy; also, emotional utilization, perception of others’ emotions, and emotional regulation among childcare teachers’ emotional intelligence were variables that can significantly predict teaching efficacy. Second, there was overall significant positive correlation between childcare teachers’emotional intelligence and their role performance; also, emotional utilization, perception of other’s emotions, emotional regulation, and perception of one’s own emotions among childcare teachers’ emotional intelligence were variables that can significantly predict their role performance. As it has been shown that teachers’ emotional intelligence is an important variable that can raise their teaching efficacy and role performance, these results suggest that various approaches are needed to promote childcare teachers’emotional intelligence.