Objectives In this study, the mediating and moderating effects of teachers' participation in decision-making were investigated in the relationship between early childhood teachers' educational beliefs and job satisfaction.
 Methods To this end, a regression analysis was conducted on 275 infant teachers in Gyeonggi-do on educational beliefs, job satisfaction, and decision-making participation. Regression analysis was performed using the SPSS 25.0 program and verified using MACRO Model 4.
 Results Among the educational beliefs, decision-making participation showed a mediating effect in the relation-ship between child-centered educational beliefs and job satisfaction. In contrast, decision-making participation showed a moderating effect in the relationship between teacher-centered educational beliefs and job satisfaction. Depending on the degree of participation of teachers in decision-making, the effect on the relationship between educational beliefs and job satisfaction was different. In the group with a low degree of participation in deci-sion-making, job satisfaction decreased, but in the group with a high degree of participation, the effect of job sat-isfaction increased.
 Conclusions In the relationship between early childhood teachers' educational beliefs and job satisfaction, deci-sion-making participation plays a role as a mediator and control. In order to increase the job satisfaction of early childhood teachers, it is important to actively participate in decision-making at institutions.