Role of Student-Teacher Interaction on The Relationship between Work-Life Balance and Task Motivation among Early Childhood Education Teachers: A Mediation Analysis

Abstract

This study examined the mediating role of student–teacher interaction in the relationship between work–life balance and task motivation among early childhood education teachers. A cross-sectional correlational research design with mediation analysis was employed. The respondents comprised 300 kindergarten to Grade 3 teachers from the Central and South Districts of Tagum City, Davao del Norte, Philippines. Total enumeration sampling was used because the population was manageable. Data were collected using adapted instruments measuring student–teacher interaction, work–life balance, and task motivation. The instruments demonstrated acceptable to excellent reliability, with Cronbach’s alpha coefficients of 0.851, 0.949, and 0.981, respectively. Descriptive results indicated very high levels of student–teacher interaction, work–life balance, and task motivation. Correlation analysis revealed significant positive relationships between student–teacher interaction and task motivation, and between work–life balance and task motivation. Mediation analysis showed that work–life balance had significant direct and indirect associations with task motivation through student–teacher interaction. The mediated proportion was 0.40, indicating moderate partial mediation, with approximately 40% of the total effect operating indirectly through student–teacher interaction. These findings suggest that work–life balance is associated with task motivation both directly and through classroom relational processes. The study highlights the importance of supportive work conditions and positive student–teacher relationships in sustaining task motivation among early childhood education teachers.