<![CDATA[The increasing use of social media by teachers and parents has created new challenges in educational management, particularly when digital communication shapes perceptions of institutional integrity and learning effectiveness in early childhood education. This study aims to analyze the influence of teachers’ and parents’ social media content on institutional integrity and learning effectiveness at PAUD Baitusshibyan Kuningan from the perspective of two key stakeholder groups. The study employed a descriptive qualitative approach involving 9 informants, consisting of 1 school principal, 2 teachers, 3 parents, and 3 educational staff members. Data were collected through observation, semi-structured interviews, and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña through data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that educational content, including classroom activity documentation, student achievement publications, school information, and motivational messages, strengthens institutional transparency, parental trust, learning involvement, and continuity of learning support between schools and families. In contrast, emotional opinions, indirect criticism, and publicly expressed complaints through social media potentially generate misunderstanding, communication tension, and reduced comfort within the learning environment. The findings also demonstrate that teachers occupy a strategic position because their digital behavior is more readily associated with institutional identity and professional credibility, while parents contribute to shaping public perceptions of educational service quality. This study emphasizes that social media management should be integrated into institutional communication management through stronger digital ethics, communication guidelines, and digital literacy for teachers and parents.]]>
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