The purpose of this study is to analyze the effects the overall tendency among the early childhood teachers' feeling of happiness and social emotion-related variables(ego-resilience, interpersonal stress), job-related variables(passion for teaching, teacher commitment), and organizational culture, and social emotion-related variables and job-related variables on the early childhood teachers' feeling of happiness, mediated by the organizational culture. In addition, this study was to investigate the such structural relationship what difference might have between the Kindergarten and child care center teachers.The research questions established to achieve such research objective are as follows. First, what is the difference in the correlation among the early childhood teachers' feeling of happiness and social emotion-related variables(ego-resilience, interpersonal stress), job-related variables(passion for teaching, teacher commitment) and organizational culture? Second, do the early childhood teachers social emotion-related variables(ego-resilience, interpersonal stress) and job-related variables(passion for teaching, teacher commitment) affect a feeling of happiness, mediated by the organizational culture? Third, is there a difference in the path coefficients among the social emotion-related variables(ego-resilience, interpersonal stress), job-related variables(passion for teaching, teacher commitment) and organizational culture by institute such as kindergarten and child care center about the effect on the early childhood teachers' feeling of happiness? This questionnaire survey was conducted as an object of total 400 early childhood teachers: 200 kindergarten teachers in each 40 by each region and 200 child care center teachers in each 40 by each region, by dividing it into 5 regions such as Seoul·Gyeonggi region, Daejeon·Chungcheong region, Gwangju·Honam region, Daegu· Gyeongbuk region, and Busan· Gyeongnam region for about eight weeks from March 4 to April 26, 2019. The final analysis personnel in this study were total 389 teachers: 194 kindergarten teachers(49.9%) and 195 child care center teachers (50.1%). From the result of this research above, it may be summed up as follows. First, this study has found out that there was positive correlation with the ego-resilience, passion for teaching, teacher commitment, and organizational culture and early childhood teachers' feeling of happiness, and it showed the negative correlation between the interpersonal stress and early childhood teachers' feeling of happiness. Second, the ego-resilience, interpersonal stress, passion for teaching, and teacher commitment affected the early childhood teachers' feeling of happiness, mediated by the organizational culture. Accordingly, as the ego-resilience, interpersonal stress, passion for teaching, and teacher commitment were positive, it meant that the organizational culture could be perceived positively. The more the perceived organizational culture was positive, the more the early childhood teachers' feeling of happiness was improved. Third, the kindergarten teacher's had high feeling of happiness relatively in the event of under the age of 30 years, academic ability of graduate degree, less than three years' service career, or women/men without children. There was no statistically significance in the path coefficient for the early childhood teachers' feeling of happiness by early childhood educational institute. To conclude, this researcher considers it as there no difference in the influence that the social emotional variables and job-related variables affect their feelings of happiness for both kindergarten teachers and child care center teachers, mediated by the organizational culture.