Objective: The study aimed to find a way to improve positive interactions between teachers and children. It aimed to investigate the relationship among early childhood teachers’ play teaching efficacy, creative personality, and teacher-child interaction, and the relative influence of play teaching efficacy and creative personality on teacher-child interaction. Methods: A survey was conducted on 270 teachers working at kindergartens and daycare centers located in the Busan area, and data processing, including hierarchical multiple linear regression analysis and Pearson’s correlation analysis, was conducted using the SPSS 22.0 program. Results: First, early childhood teachers’ perception of play teaching efficacy, creative personality, and teacher-child interaction were slightly higher than normal. Second, there were significant positive correlations between early childhood teachers’ play teaching efficacy and teacher-child interaction. Third, as a result of examining the relative effects of early childhood teacher’s play teaching efficacy and creative personality on teacher-child interaction, it was found that 43% were explained, followed by play teaching efficacy and creative personality. Conclusions: It was found that play teaching efficacy and creative personality of early childhood teachers had a positive effect on the teacher-child interaction. These results indicate the necessity for educational opportunities and support to cultivate the creative personality characteristics of early childhood teachers in order to improve the quality of teacher-child interactions, together with individual efforts of early childhood teachers to cultivate their own beliefs and confidence.