The societal changes in the modern period resulted in the expanded job opportunities for women, while mothers among them still take a great deal of responsibility for household chores and child rearing. This suggests that married women experience many... The societal changes in the modern period resulted in the expanded job opportunities for women, while mothers among them still take a great deal of responsibility for household chores and child rearing. This suggests that married women experience many difficulties in the contemporary era. This study is based on the awareness that a married woman with the vocation of a child care teacher requires social attention and recognition so that she canfulfillher responsibilities as a mother, wife, and career woman properly. The aim of this study is to understand how ego identity, emotional intelligence, and parental role satisfaction of a married childcare teacher vary depending on different demographic conditions, as well as the correlations of the said three factors to one another. The study also discussed the impacts that her ego identity may have on her emotional intelligence and parental role satisfaction. The specific research topics are as follows: 1) Do ego identity, emotional intelligence, and parental role satisfaction of a married childcare teacher vary depending on different demographic conditions? 2) What are the correlations of ego identity, emotional intelligence, and parental role satisfaction of a married childcare teacher? 3) Does ego identity of a married childcare teacher affect her emotional intelligence? 4) Does ego identity of a married childcare teacher affect her parental role satisfaction? To answer the above-mentioned questions, a survey was conducted for 194 married women who had been working as childcare teachers at local childcare facilities (including national/public, incorporate/ organizational/workplace, and private/home childcares). The reliability of the collected data was estimated using Cronbach’s alpha, while conducting a frequency analysis on married childcare teachers to determine their demographic characteristics. The study also carried out a one-way analysis of variance to identify the differences in ego identity, emotional intelligence, and parental role satisfaction of a married childcare teacher depending on their demographic features. Then Scheffé’s multiple range test was conducted, exhibiting a meaningful difference when p < .05. On top of that, the responses from the survey underwent a correlation analysis to figure out the correlation among ego identity, emotional intelligence, and parental role satisfaction of a married childcare teacher, as well as a multiple regression analysis to examine the impacts of ego identity of a married childcare teacher on her emotional intelligence and parental role satisfaction. In the final step, all the tests were analyzed and verified at a significance level of 5%. The collected data was statistically processed using SPSSWIN 21.0. The results derived from the afore-mentioned procedures are as follows: The varied monthly household incomes of married childcare teachers brought significant differences to the levels of their ego identity, emotional intelligence, and parental role satisfaction. The results showed that the financial situation of a married childcare teacher and her family had a great impact on her ego identity, emotional intelligence, and parental role satisfaction. This implies that enhancing financial rewards is more essential than any other measure in order to assist with the role of married childcare teachers both at work and at home. Interestingly, however, the analysis showed different levels of emotional intelligence of married childcare teachers depending on the types of the childcare facilities they work for. Given the results, more research projects on different variables are required in the future. In terms of the correlations among ego identity, emotional intelligence, and parental role satisfaction, it turned out that ego identity had a positive correlation to the emotional intelligence, and vice versa. The parental role satisfaction exhibited a positive correlation with ego identity at a significant level. In contrast, empathy, one of the subcategories of emotional intelligence, showed an insignificant level of correlation to the parental role satisfaction, equating to some 5%. The parental role conflict had a negative correlation to ego identity, emotional intelligence, and parental role satisfaction. This suggests that it is crucial to create the culture where a married childcare teacher, just as all the other working mothers, can expect cooperation from her family members including her husband and parents-in-law. Another implication is that building a social consensus on the care-giving services offered by the local community is essential, as well as the national support given through policies. The afore-mentioned measures will eventually help married childcare teachers to reduce the possibilities of parental role conflicts that they experience when fulfilling their roles as a mother/wife and as a career woman at the same time. The impacts of ego identity of a married childcare teacher on her emotional intelligence were analyzed based on the subcategories including future certainty, closeness, and initiative, which showed significant influences in the order. In other words, the more a married childcare teacher is certain about her future with a closer family relationship and a lower initiative, the higher the level of her emotional intelligence becomes. In terms of the correlation of ego identity of a married childcare teacher there parental role satisfaction, self-acceptance showed a significant level of impact. This implies that the better she accepts herself, the more she is satisfied with her parental role. In conclusion, it was evident that ego identity of a married childcare teacher had a great impact on her emotional intelligence and parental role satisfaction. In this context, more social attention and support are required to provide them a practical assistance to enhance their ego identity, emotional intelligence, and parental role satisfaction. This implies that the education and training programs for potential or incumbent childcare teachers should include activities and contents that can help raise the levels of their ego identity. Developing different measures to improve their ego identity is essential in that the childcare teachers with a higher level of ego identity can take better care of and better educate the infants and preschoolers, her care receivers. Those who are expecting to begin the career as a childcare teacher should also pay keen attention on the levels of their ego identity and emotional intelligence.
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