The COVID-19 pandemic compelled higher education institutions to adopt emergency distance education, exposing both opportunities and challenges in technology-mediated teaching and learning. This study examined how intrinsic technology-based teaching factors—technology readiness, attitude toward technology, attitude toward distance learning, and ICT self-efficacy—influence student learning satisfaction during emergency remote instruction. Using a quantitative descriptive–correlational design, data were collected from regular and part-time faculty members of a state university in Negros Oriental, Philippines. Standardized survey instruments measured educators’ technological dispositions, while student teacher ratings served as indicators of learning satisfaction. Findings revealed that instructors generally demonstrated high technology readiness, positive attitudes toward ICT, and strong ICT self-efficacy, which were significantly associated with higher levels of student learning satisfaction. However, neutral attitudes toward innovative digital pedagogy and learner autonomy highlighted areas for further professional development. The study underscores the importance of strengthening teachers’ intrinsic technological competencies and attitudes to foster resilient, engaging, and satisfying distance learning environments in times of educational disruption.