The purpose of this study was to verify the effects of the teaching strategy for problem behaviors and the psychological burnout on the self-leadership of child care teachers. The subjects in this study were 194 child care teachers working at daycare centers located in Seoul and Gyeonggi-do. Collected date were analyzed by using SPSS 18.0 program and reliability analysis, frequency analysis, descriptive statistics, correlation analysis and multiple regression were performed. The results of this study were as follows: First, child care teacher’s teaching strategy for problem behaviors and self-leadership were more than mid and psychological burnout was less than mid. Second, there was a positive correlation between child care teacher’s teaching strategy for problem behaviors and self-leadership. And there was a negative correlation between the psychological burnout and the self-leadership. Third, child care teacher’s teaching strategy for problem behaviors and psychological burnout significantly influenced on the self-leadership. Based on the results of this study, we suggest that various programs to improve the teaching strategy for problem behaviors and reduce the psychological burnout should be developed, and effects of those programs should be verified.