<![CDATA[Objectives: This study examined parents’ perceptions of early childhood teaching effectiveness at DMMMSU-MLUC by assessing eight domains of teaching effectiveness, identifying factors that shape parental evaluations, and exploring parents’ recommendations for program improvement. Methods: A sequential mixed-methods design was employed. The quantitative phase involved 116 parents of Kindergarten to Grade 3 pupils who completed a researcher-made questionnaire covering 32 teaching-effectiveness items and a ranking of eight influential factors. The qualitative phase involved written open-ended responses from eight parents, with two participants from each grade. Quantitative data were analyzed using frequency, percentage, and weighted mean, while qualitative responses were organized through thematic grouping and integrated with the quantitative findings during the interpretation. Results: Parents rated teaching effectiveness as very high (M = 4.29). Pedagogical approach received the highest domain mean (M = 4.55), followed by life skills (M = 4.44) and work readiness (M = 4.42), while foundational numeracy and character education were comparatively lower (both M = 4.12). Teaching styles/methods had the largest recoverable Rank-1 proportion (64%). Qualitative findings emphasized interactive and developmentally appropriate teaching, parent-teacher collaboration, a shared guardian role, and social-emotional learning. Conclusion: Parental perceptions portray effective early childhood teaching as both instructional and relational, highlighting child-centered pedagogy, practical and socio-emotional development, and systematic home-school communication as key priorities for program improvement.]]>
