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This study explores the cross-country differences in the associations between early childhood teachers' psychological well-being and responsiveness toward children. Data collected from teachers in South Korea (n = 322) and the U.S. (n = 1129) revealed associations between teachers' psychological well-being and responsiveness in both countries, however, patterns differed between countries. Specifically, the degree of psychological well-being, responsiveness, and the associations between well-being and responsiveness were significantly different between the two countries. Although teachers have similar experiences in their psychological well-being, the sources of well-being may be varied. Thus, teachers' backgrounds should be considered to effectively promote teachers' psychological well-being and positive practice. • Variations in teacher well-being and practices existed across different countries. • Teachers' psychological well-being was generally associated with their practice. • The strength of the associations varied by countries, the U.S. and South Korea. • U.S. early childhood teachers demonstrated greater responsiveness toward children. • South Korean teachers reported more severe psychological challenges. [ABSTRACT FROM AUTHOR]