This study was to find out what variables affect early childhood teachers'' resilience, directly or indirectly. Two kinds of variables were examined, personal and social. Personal variables include emotional intelligence and psychological well-beings, and social variable includes social supports. The purpose of this study was to provide ways of improving resilience of early childhood teachers and to point out the directions of how to build a better educational environment of enhancing the quality of early childhood education environment and boosting teachers'' resilience. The study questions were followed.

1. What are the relationships among resilience, emotional intelligence, psychological well-beings, and social supports of early childhood teachers?
1-1. How is the correlation among resilience, emotional intelligence, psychological well-beings, and social supports?
1-2. Would emotional intelligence, psychological well-beings, and social supports influence resilience of teachers?
2. Would social supports mediate the relationship between resilience, and emotional intelligence and psychological well-beings?
2-1. Would social supports mediate the relationship between resilience and emotional intelligence?
2-2. Would social supports mediate the relationship between resilience and psychological well-beings?

The subjects of this study were 315 of early childhood personnels from K Province in Korea. They include directors, vice-directors, teachers, teacher aids, extra-curricular teachers in kindergartens and child care centers. Survey data were collected. The data were analyzed by SPSS, AMOS, and Sobel test. To investigate the first studying question, first, latent variables were categorized in emotional intelligence, psychological well-beings, social supports, and resilience, and analyzed individually to test the casuality among themselves. Then by SPSS 19.0, a correlation coefficient, an average, and a standard deviation were calculated. Additionally, skewness and kurtosis were used to confirm multivariate normal distribution. AMOS 19.0 was used to measure goodness of fit between the study models and data collected, and analysis of causal relationships to check a parameter. To study the second studying question, Sobel test was employed to test whether there is a statistical significance between emotional intelligence and resilience, and between psychological well-beings and resilience of early childhood teachers with mediating effects of social supports.

The results were summarized as follows.
Firstly, all four variables, emotional intelligence, psychological well-beings, social supports, and resilience, have some degrees of positive relationships among themselves. Between personal and social variables also have a positive relationship. These personal and social variables had a direct influence on resilience of teachers. Personal variables influence social supports. Psychological well-beings have the most impact on resilience, and then emotional intelligence and social supports, respectively, have an influence on it.
Secondly, it was found that social supports mediate the relationship between personal variables and resilience. In other words, the higher emotional intelligence and psychological well-beings early childhood teachers had, the more positively they recognize other''s social support which are meaningful to them. When social supports were identified more, it means that teachers'' resilience was improved. Thus, in order to enhance their resilience, emotional intelligence, psychological well-beings, and social supports were necessary and important. Only with personal variables, social supports could be identified more.

Through the findings, it is understood that psychological well-beings of early childhood educators influence resilience mostly. Thus, it could be concluded that early childhood teachers'' resilience would be enhanced when there are educational contents, methods, and psychological atmosphere that can booster teachers'' psychological well-beings. It was found that social supports play a positive role in mediating the relationship between personal variables and resilience. It means that promoting resilience needs all three variables, emotional intelligence, psychological well-beings, and social supports. Thus, when an educational program is developed for teachers'' resilience, it may be necessary to bring out ways to improve teacher''s emotional intelligence and psychological well-beings in details and to make better working environment in order to feel social supports.
Finally, for future studies, it is necessary to consider limitations of this study. The subjects of this study is very narrow so that future studiers should expand the range of subjects, such as samples from more than one local area or nation wide sampling. In addition, for collecting data, only survey methodology was employed, but it might be helpful to employe various methods for credibility. The number of questions in surveys was too many to get responses from subjects easily and future studies might need to reduce the number of them. Lastly, because there are lack of experimental researches in resilience of early childhood teachers, these kinds of studies might be required in future based on the findings of this study.