The purpose of this study was to investigate the relationships among the variables of pro-sociality, self-esteem, self-leadership, and job satisfaction of early childhood teachers using a structural equation model and to identify the degree of influence of these variables on their happiness by analyzing the relational structure between these variables. Correspondence of measurement model and structural regression model were evaluated using Chi-Square(χ2), standardized Chi-Square Normed Chi-Square (NC), root mean square error of approximation (RMSEA) with 90% confidence interval of Steiger-Lind, Tucker-Lewis Index (TLI), a relative correspondence index, Comparative Fit Index (CFI), and Standardized Root Mean Square Residual (SRMR). First, according to the hypothesis that pro-sociality, self-esteem, self-leadership, and job satisfaction of early childhood teachers directly affect their happiness statistical verification identified that pro-sociality does not directly affect their happiness, and that self-esteem, self-leadership, and job satisfaction directly affect their happiness. Second, it was identified that pro-sociality and self-esteem of early childhood teachers directly affect their self-leadership. Third, it was verified that pro-sociality and self-esteem of early childhood teachers directly affect their job satisfaction. In summary, the results of this study verified that improvement in pro-sociality, self-esteem, and job satisfaction of early childhood teachers can be a way of increasing their happiness. Additionally, it is important to thoroughly understand the happiness of early childhood teachers by comprehensively analyzing the relational structure between variables through structural equation modeling, and this is expected to provide a lot of implications for follow-up studies as indirect effects between causal variables can been verified as well.