This investigation explored the relationships between the educators' (i.e., teachers) use of technology, their feelings of stress caused by technology use and their productivity as a result of using technology (i.e., integration into their daily activities) in the public elementary school system in the Sariaya West District. Coping strategies (i.e., ways of responding to stress) were examined as moderating variables to see whether these strategies enhanced (or diminished) the relationships among the other three primary variables. Techno-savviness included digital literacy, technology self-efficacy, frequency of technology usage, breadth of tool types, and professional development/training. Techno-stress was measured by the dimensions of techno-overload, techno-invasion, techno-complexity, techno-insecurity and techno-uncertainty. Techno-productivity was measured by the dimensions of teacher resiliency, instructional quality, professional efficacy, efficiency in completing digital tasks and innovative practices. Coping strategies were measured using problem-focused, emotion-focused and avoidance coping, as well as social support and organizational support. The study used a descriptive/correlational design and utilized a survey instrument to collect data from the sample group (i.e., teachers) during the 2025-2026 school year. Teachers displayed varying levels of techno-savviness, techno-stress and techno-productivity, depending on the use of coping strategies. There was a positive correlation among all coping strategies, especially with teachers with higher digital-lite (techno-savvy) competencies and adaptive coping strategies. The study emphasizes the importance of ongoing professional development, institutional support and effective coping strategies to develop a resilient and digitally empowered teacher workforce.