The current study aimed to explore the potential moderating role of depression in the associations between preschool teachers’ occupational well-being and the quality of teacher-child interactions. To this end, 208 preschool teachers completed questionnaires on Job satisfaction, Depression, and The Quality of Teacher-child Interactions. Correlational analyses showed that preschool teachers’ job satisfaction was found to be positively connected with depression but negatively correlated with the quality of teacher-child relationships. Moderation analyses revealed that depression significantly moderated the relationship between preschool teachers’ job satisfaction and the quality of teacher-child interactions. The findings emphasize the need for targeted interventions that support preschool teachers’ mental health and enhance teacher-child interactions to improve occupational outcomes. The theoretical and practical implications are discussed. 

Yixuan Liu. Preschool Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions: The Moderating Role of Depression. Frontiers in Educational Research (2026), Vol. 9, Issue 4: 45-50. https://doi.org/10.25236/FER.2026.090408.

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