Authors : Ruth C. Landawe; Dr. Cindy B. Rosil

Volume/Issue : Volume 11 - 2026, Issue 4 - April

Google Scholar : https://tinyurl.com/2mazd76z

Scribd : https://tinyurl.com/bdccnjjt

DOI : https://doi.org/10.38124/ijisrt/26apr750

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study explored how teachers foster trust and collaboration with parents in early learning settings. Anchored on a qualitative phenomenological design, the research involved ten (10) early childhood teachers from Manobisa Elementary School in Magpet, North Cotabato. Data were collected through in-depth interviews and focus group discussions, then analyzed using Braun and Clarke’s (2006) six-step thematic analysis. Findings revealed three positive experiences: Creating a warm and welcoming classroom environment, building confidence through visible progress, and celebrating small wins in parent engagement with three challenges: Overcoming parental hesitation and distrust, dealing with communication barriers, and managing unrealistic expectations from parents. Teachers addressed these challenges through coping strategies such as building trust gradually through consistent engagement, adapting communication approaches to parent contexts, and clarifying roles through transparent dialogue. Insights revealed that consistent communication, empathy, and simple involvement activities are key in sustaining parental confidence. The study emphasizes the importance of trust-based relationships in early childhood education and provides recommendations for stakeholders to strengthen home–school collaboration.

Keywords : Early Childhood Education Teachers, Building and Nurturing, Parental Confidence

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