The purpose of this study is to compare overall educational belief and teacher`s job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers? 2. Is there any difference in teacher`s job satisfaction of day-care teachers according to teachers education belief? The main results of this study were as follows: 1. There was not difference in the teacher`s educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher`s belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.