This study examined the students' perception on the collaborative-constructivist learning experience in the online education of the Laguna State Polytechnic University (LSPU) during the 'new normal' learning modality due to COVID-19 pandemic. The study utilized the descriptive-survey research using the Online Learning Environment Survey (OLLES) questionnaire comprising the seven (7) components namely: student collaboration, computer competence, active learning, teacher support, information design and appeal, material environment, and reflective thinking and the Community of Inquiry (COI) survey on the online learning experiences on social, teaching, and cognitive presence. The data were gathered from the 106 fourth year students of the College of Teacher Education (CTE) through Google Form. The findings proved that the respondents have a favorable perception on their online learning environment in terms of collaboration, computer competence, active learning, teacher support, information design and appeal, material environment, and reflective thinking. The outcomes exhibited a positive perception of learners towards social presence, teaching presence, and cognitive presence in their learning experiences. The findings of the current investigation also pointed that there is a significant relationship between learners' online learning environment and their learning experiences in the new normal education. Through this, educators will be able to deliver a collaborative-constructivist learning experience among learners.

The researcher determined the relationship between the level of perceptions of the respondents on the professional stress dimensions and job performance. The Descriptive Quantitative was adopted and statistical tools such as Pearson r correlation coefficient and ANOVA were utilized to test the relationship between the independent and dependent variables. This study involved the public-school elementary teachers of the district 5 of Biñan City, Laguna. The total population of 83 teachers from Dr. Jose G. Tamayo MES, San Vicente Elementary School, and Tomas Turalba Elementary school served as the respondents in this study. Based on the findings, the cognitive mean in task performance is -0.025 while 0.021 in contextual performances. The affective dimension has the mean 0.069 in task performance and 0.132 in contextual. The behavioral has the mean -.270 in task performance and -.216 in contextual performance. Finally, the physical dimension has the mean -.319 in task performance and -.301 in contextual performance. Therefore, it is shown that correlation is significant at the 0.01 level. The following recommendations are proposed: First Action Plan may be proposed and implemented. Second, teachers may develop a personalized approach to reduce stress Third, the school administration may increase funding allocation for the provision of trainings and seminars related to stress management and coping mechanism. Stress management training and seminars are required. And lastly, stakeholders, being the school's partner may conduct activities or program which will be focusing on the mental health awareness.

Even though critical thinking abilities are emphasized as being essential for Pre-Service Teachers (PSTs), it has been discovered through studies that PSTs' critical thinking abilities fall short of expectations. Soft Skills-Based Metacognitive Approach is a learning approach which utilizes learning capability particularly in critical thinking skills. This study aims to determine the Implementation of Soft Skills-Based Metacognitive Approach in Improving the Critical Thinking Skills of Pre-Service Teachers based on the three categories; Analysis, Evaluation and Self-Regulation through pretest and posttest score. Pre-experimental research design was we used in this research to know the difference between the pretest and posttest scores of the respondents since this method includes observing a participant or a group after an approach has been administered to see if the intervention has the potential to impact improvement. The respondents include twenty-one (21) first-year students, taking Bachelor of Secondary Education Major in Mathematics in one of the universities in Laguna. Set of word problems were used in this study to test the students before and after the performance. The data results showed that there is a significant difference between the pretest and posttest score of students' performances in analysis, evaluation and self-regulation. The study found that using a soft skills-based metacognitive approach is effective in improving students' critical thinking skills. Thus, mathematics teachers are encouraged to incorporate the said approach into their learning set up . The researchers recommend that future researchers use a larger sample size to validate the study's findings.

This study attempted to determine the relationship between motivation in pre-service teachers' mathematics anxiety, particularly elementary educators. It aims to describe the pre-service perceived motivation regarding intrinsic and extrinsic and mathematics anxiety as psychological and behavioral. A descriptive-correlational research design was utilized in this study, and survey questionnaires were disseminated using Google forms participated by sixty-one (61) Elementary Educators. It was conducted on thirty (30) second-year and thirty-one (31) third-year students taking Bachelor of Elementary Education at Laguna State Polytechnic University-San Pablo City Campus, using a purposive sampling technique. Survey questionnaires were used in this study. This study employed mean, standard deviation, and Pearson product-moment correlation. The data showed a significant relationship between pre-service teachers' perceived motivation and mathematics anxiety.

The researcher determined the perceived level of organizational commitment and motivation in promoting change in teaching practices among elementary teachers. Descriptive -correlational research design was utilized. The respondents of this study were one hundred fifty three (153) elementary teachers in fifteen (15) schools of Tiaong District, Division of Quezon. Survey questionnaires through Google forms were used. The researcher used statistics such as mean and Pearson product moment correlation. The significance was tested at the 0.01 probability level. Overall, based on the data gathered, the extent of manifestation as perceived by the respondents in organizational commitment obtained a mean of 4.35 and SD of 0.58 with a verbal interpretation of highly manifested, and the extent of manifestation in organizational motivation got a mean of 4.37 and SD of 0.67 with highly manifestation as interpretation. Meanwhile, the respondents' perceived level of the related factors of teachers' change in teaching practices-teaching skills, knowledge, and concept is indicated by an overall mean of 4.37 as "highly manifested." Specifically, as to developing pupils learning (4.41-highly manifested), facilitating learning (4.38-highly manifested), and fostering a positive attitude toward learning (4.38-highly manifested). The findings gathered in the study led to the formulation of a conclusion that organizational commitment in terms of affective, continuance, and normative commitment and organizational motivation in terms of intrinsic and extrinsic motivation are significantly related to teaching practices in terms of knowledge skills and concept, facilitating learning, developing students learning and fostering a positive attitude. Therefore, the hypothesis is not sustained.