The purpose of this study was to investigated the effect of the kindergarten teacher education program based on transactional analysis on teacher-child communication and self-esteem of teacher. The study participants comprised 13 kindergarten teachers and 15 teachers in the control group. The experimental group participated twelve session of parent education program during twelve weeks. Date were analyzed by ANCOVA. The results showed that there were significant differences between the experimental and control group in the positive teacher-child communication and self-esteem of teachers. But, there was no significant differences between the experimental and control group in the negative teacher-child communication. To put it more precisely, teacher education program based on transactional analysis was effective on improving the factor of intimacy in the process of teacher-child communication which characterized as warm and open-minded communication. Also, it was found that the teacher education program improved the early childhood teachers' sub-factors of self-esteem; general self-concept, self-acceptance, self-accountability, but also the total score of self-esteem of early childhood teachers' who participated in the teacher education program. The implications from the findings of study were discussed in terms of developing more effective program for improving teacher-child communication and self-esteem of early childhood teachers.