Purpose: This study aims to examine the factors influencing early education teachers' motivation, attitudes and beliefs toward science and continuing education. It also explores perceptions of parental involvement and cooperation among public and private institutions in Kosovo. Design/methodology/approach: This study adopted a quantitative and cross-sectional design. Study variables were assessed using questionnaires with validated measures administered to 460 early education teachers from both public and private institutions. Findings: Education teachers in the public sector had higher professional development, work experience and salaries, while private school teachers had higher education levels and worked with fewer children per class and more teachers per class. Public school teachers displayed better attitudes toward science and greater parental involvement. Attitudes toward science positively correlated with salary in both sectors. In the public sector, work motivation was correlated with experience, while in both sectors, it was linked to salary. Attitudes toward science were predicted by parental cooperation, teachers' attitudes toward continuing education and work motivation. Originality/value: This study provides insights into the distinct challenges and opportunities of integrating science into the curriculum in public and private early education institutions. The study emphasizes assessing needs and designing tailored, data-driven strategies to address barriers and leverage opportunities to improve teacher attitudes and parental engagement, ultimately strengthening science education and improving the quality of early education.