The purpose of this study is to provide suggestions that search for a plan to raise teacher efficacy of pre-service early childhood teachers in the early childhood teacher training course by examining the influence of each variable of pre-service early childhood teachers such as self-regulated learning ability, gratitude disposition, interpersonal competence on teacher efficacy of pre-service early childhood teachers.

Research problems established to accomplish the purpose are as follows:
Research problem 1. What influence does gratitude disposition have on teacher efficacy?
Research problem 2. What influence does interpersonal competence have on teacher efficacy?
Research problem 3. What influence does the self-regulated learning ability have on teacher efficacy?
Research problem 4. What influence does gratitude disposition, interpersonal competence and self-regulated learning ability have on teacher efficacy?
A total of 228 students from freshperson to senior majoring in early childhood education of G university located in G province participated in this study and a questionnaire was distributed to them for around 2 weeks from Sep. 22, 2014 to Oct. 6, 2014 and final 223 sets were analyzed.

SPSS 21.0 Program was used to analyze the collected data. Stepwise multiple regression analysis was performed to examine the influence of gratitude disposition, interpersonal competence and self-regulated learning ability of pre-service early childhood teachers on teacher efficacy.

The research results can be summarized as follows:
First, as a result of the influence of gratitude disposition of pre-service early childhood teachers on teacher efficacy, the experience of gratitude affect and response tendency influenced general teacher efficacy, and the recognition and acknowledgement of gratitude objects on individual teacher efficacy, and gratitude subject cognition on whole teacher efficacy as well.
Second, as a result of the influence of interpersonal competence of pre-service early childhood teachers on teacher efficacy, consideration for others influenced general teacher efficacy, and formation of relationship, initiation and consideration for others on individual teacher efficacy, and consideration for others, formation of relationship and initiation on whole teacher efficacy.
Third, as a result of the influence of the self-regulated learning ability of pre-service early childhood teachers on teacher''s efficacy, motivational regulation and cognitive regulation influenced general teacher efficacy, and motivational regulation on individual teacher efficacy, and motivational regulation and cognitive regulation on whole teacher efficacy.
Fourth, as a result of the influence of gratitude disposition, interpersonal competence and self-regulated learning ability of pre-service early childhood teachers on teacher efficacy, self-regulated learning ability and gratitude disposition influenced general teacher efficacy, and self-regulated learning ability and interpersonal competency on individual teacher efficacy, and self-regulated learning ability and gratitude disposition on whole teacher efficacy.