The object of this study is to understand the effect that the educational belief and awareness of professionalism of a child-care teacher affect the quality of child-care implemented by the teacher. The subjects of this research were 247 child-care teachers serving in Jeju Special Self-governing Province. For the research tools, and, the scales such as teachers\' belief (behaviorism, maturism, interactionism), awareness of professionalism (expertise and technical demand, social service, autonomy, professional group, professional ethics, socio-economic position), quality of child-care (physical environment, textbooks/educational tools, nutrition/health/safety, child-care activity, operation & management, parental education/local community) have been used. For the educational belief of child-care teachers, as a result of the research, teachers aged 40 years old or more with the educational belief of interactionism and graduated from 4-year-course university have the highest belief. For their awareness of professionalism, and, the teachers experienced more than 10 years and graduated from a college and 4-year-course university have the highest one. Such results mean that interactionism among educational beliefs gives a positive effect on the quality of child-care and professional ethics, autonomy and social service among their awareness of professionalism give a positive effect on the quality. Thus, this study suggests that it is necessary for a policy for support for teachers and in facilities in order to raise the quality of child-care.