This study investigated profiles of South Korean early childhood educators' teacher self-efficacy and contributing factors to teacher self-efficacy. The contributing factors were examined with a focus on early childhood education (ECE) center climate and depression severity in teachers as well as teacher and classroom characteristics. The results suggested that Korean early childhood educators' teacher self-efficacy was multi-dimensional, and each dimension had unique predictors. ECE center climate emerged as the most significant contributor to all teacher self-efficacy domains. Depression severity in teachers was associated with teacher self-efficacy but the facets of association were different according to the attributes of the efficacy domains. Instructional efficacy, which directly pertains to teaching professions, was not associated with depression in teachers. On the other hand, teacher self-efficacy domains containing affective aspects, such as creating positive social contexts and parental involvement and decision-making, were vulnerable to depression severity. (Contains 4 tables.)