While Improving the professionalism and quality of services in educational service organizations can increase the satisfaction of the members themselves, enhance institutional effectiveness, and contribute to positive social roles. Therefore, this study aimed to examine the effect of peer coaching on creative role performance through job crafting and job engagement as perceived by early childhood teachers in the field of infant and toddler education. To conduct an empirical analysis of this research model, a survey was conducted among teachers working in early childhood education institutions in Korea to collect and check data, and the data were analyzed to verify the research hypotheses. The results of this study showed that academic support and developmental support of peer coaching have a positive effect on job crafting, and academic support and emotional support have a positive effect on job engagement. In addition, job crafting has a positive effect on job engagement, and both job crafting and job engagement have a positive effect on creative role performance. Finally, academic support and developmental support of peer coaching had a significant effect on creative role performance through mediating job crafting and job engagement. This study empirically confirmed that peer coaching among early childhood teachers has a positive effect on job crafting and job engagement, which ultimately has a positive effect on creative role performance. Therefore, it is suggested that peer coaching among teachers should be activated in infant and toddler education to develop professional competence and enhance creative role performance.