Abstract
This study explores the significant relationship between Teachers' Affectivity, Technological Work Behavior, and Pedagogical Practices using path analysis. The findings indicate that teachers exhibit high levels of emotional resilience, empathy, and classroom climate management, with emotional resilience scoring the highest. Technological Work Behavior was also rated highly in proficiency, adaptability, and accessibility, suggesting that teachers are well-equipped to integrate technology effectively in their teaching. Additionally, Pedagogical Practices were observed to be robust, particularly in feedback and communication, formative and summative assessment, and differentiated instruction. A significant correlation between Technological Work Behavior and Teachers' Affectivity, as well as between Pedagogical Practices and Teachers' Affectivity, was identified, highlighting the interdependence of these factors in fostering effective teaching environments. The study utilized a multiple regression analysis which determined that both Technological Work Behavior and Pedagogical Practices are significant predictors of Teachers' Affectivity. Hypothesized Model 5, which theorizes these relationships, passed all goodness of fit indices, confirming its accuracy in representing the dynamics at play. Based on these findings, recommendations include the enhancement of professional development, the integration of technology with pedagogy, and the establishment of support systems for teachers. These initiatives aim to bolster the emotional and technological competencies of teachers, thereby enhancing educational outcomes.