The purpose of this quantitative correlational-predictive study was to examine if and to what extent educators' self-reported emotional intelligence components--perception of emotion, managing own emotions, managing other emotions, and the utilization of emotions--as measured by the Schutte Self-Report Emotional Intelligence Test, predicted their self-reported self-efficacy, as measured by the Teachers Self-Efficacy Test. This study was conducted with a convenience sample of 98 early childcare educators currently working in an early childcare center that implements the pyramid model in Georgia. The research question asked to what extent educators self-reported emotional intelligence components predict their self-efficacy. The study was guided by the Bar-On Model Theory and the Prosocial Classroom Model. The results of the standard multiple linear regression analysis indicated that the tested model including all four predictors was statistically significant, adjusted R[superscript 2] = 0.071, F(4, 93) = 2.854; p = 0.028. However, the only individually significant predictor of educators' self-efficacy was their self-reported ability to manage their own emotions, [beta] = 0.364, t = 2.129, p = 0.036. If supported by further research, these results may be used to develop emotion management training for early childcare educators in centers that implement the pyramid model in Georgia, for the purpose of enhancing their self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]