Classroom Interactional Competence and Differentiated Instruction as Predictors of Work Task Motivation of English Teachers

Abstract

This study examined classroom interactional competence and differentiated instruction as predictors of work task motivation among English teachers. Using a predictive quantitative research design, the study involved 150 English teachers from Cluster 10 of Marilog District, Davao City, Philippines, during School Year 2025-2026. Data were gathered through adapted survey questionnaires measuring classroom interactional competence, differentiated instruction, and work task motivation. The data were analysed using descriptive statistics, Pearson product-moment correlation, and multiple linear regression. Results showed that classroom interactional competence was rated very high, with an overall mean of 3.71 and a standard deviation of 0.30. Differentiated instruction was also rated very high, with an overall mean of 3.60 and a standard deviation of 0.27. Work task motivation obtained a very high overall mean of 3.52 and a standard deviation of 0.27, although class preparation was rated high only. Correlation results indicated that classroom interactional competence had a moderately high, positive, and significant relationship with work task motivation. Differentiated instruction had a high, positive, and significant relationship with work task motivation. Regression analysis further showed that classroom interactional competence and differentiated instruction significantly predicted work task motivation. The model explained 80.4% of the variance in work task motivation. Of the two predictors, differentiated instruction showed the stronger predictive contribution. These findings indicate that teachers who demonstrate stronger classroom interactional competence and differentiated instructional practices tend to report higher motivation in performing work-related tasks.