Objective: This study attempted to investigate the influence of problem behavior guidance confidence, grit and burnout on problem behavior guidance strategies in order to understand psychological factors that affect problem behavior guidance strategies of early childhood teachers. More specifically, this study investigated mediating and moderating role of burnout in the influence of problem behavior guidance confidence and grit on problem behavior guidance strategies. Methods: Two hundred twenty three early childhood teachers participated in this study. Collected data were analyzed using descriptive statistics, Cronbach’s α, product moment correlation analysis and hierarchical multiple regression Results: First, problem behavior guidance strategies were significantly and positively correlated with problem behavior guidance confidence and grit, but negatively correlated with burnout. Second, early childhood teachers’ burnout moderated the influence of problem behavior guidance confidence on problem behavior guidance strategies. The positive influence of problem behavior guidance confidence on problem behavior guidance strategies was significant only when the level of burnout were low. Finally, burnout partially mediated the influence of early childhood teachers’ grit on problem behavior guidance strategies. Conclusions: Psychological factors such as problem behavior guidance confidence and grit have positively influenced on early childhood teachers’ problem behavior guidance strategies and this influence was alleviated through moderating and mediating role of burnout. This results suggest that every effort needs to be made to reduce burnout in order for early childhood teachers to use desirable problem behavior guidance strategies.