Parents may have different viewpoints on how they perceive the teaching effectiveness of early childhood teachers. It highlights how these perceptions influence parental engagement and trust in educators. This research paper aims to investigate the factors that influenced perceptions of teaching effectiveness among early childhood educators. The study employed a mixed method approach, gathering data through rating scale and survey questionnaire with the pupil’s parents in Kindergarten to Grade 3. Parents perceive early childhood educators as highly effective, especially in relational, interactive, and student-centered pedagogies. High scores in Pedagogical Approach and Life Skills reflect appreciation for holistic teaching, while slightly lower scores in Numeracy and Character Education suggest opportunities for more innovative and engaging methods. Key findings reveal distinct differences in parental perceptions related to factors such as stability, commitment, and emotional support, which are often associated with marital status. Parental judgments of teaching effectiveness are based primarily on observable instructional and relational behaviors such as teaching style, teacher attitude, and communication rather than external or demographic factors. This underscores the importance of day-to-day interactions and pedagogical quality. Parents advocate for a more balanced, communicative, and child-focused early childhood education system. Their recommendations highlight the need to reduce academic pressure, increase play-based and experiential learning, strengthen teacher-parent collaboration, and integrate social-emotional and character education more fully. The implications of this study underscore the importance of understanding parental viewpoints in shaping educational practices and policies, ultimately aiming to enhance the effectiveness of early childhood education.

Keywords: early childhood educators, parents, perceptions, teaching effectiveness, mixed method