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Objectives: This study aims to investigate the mediating effects of perspective taking ability and emotional regulation ability on the relationship between early childhood teachers' professionalism and job satisfaction. Methods: A survey was conducted on 415 early childhood teachers working in daycare centers and kindergartens across the country . The collected data were verified by using SPSS 22.0 and PROCESS Macro. Results: First, early childhood teachers’ professionalism, perspective taking ability, emotional regulation ability, and job satisfaction had significant effects. Second, the sequential mediation path from professionalism to job satisfaction through perspective taking ability and emotional regulation ability was also significant. Conclusions: Perspective taking ability and emotional regulation ability play an important role in the relationship between early childhood teachers’ professionalism and job satisfaction.



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Early childhood teacher, Professionalism, Perspective taking ability, Emotion Regulation Ability, Job satisfaction