Emotion management is an important component under the self-regulated learning model, and teachers’ emotion management plays an essential role in their technology integration into teaching practices. The current study investigated models of teachers’ emotion management while learning and using information technology, using data from 866 teachers from 58 kindergartens in China. Results from multilevel analysis revealed that at the individual level, emotion management was positively related to monitoring motivation, managing time, arranging the environment, mastery orientation, and help seeking. Meanwhile, emotion management was negatively related to avoidance orientation. In addition, compared with young teachers, older teachers were less likely to take initiatives to manage emotion. At the kindergarten level, emotion management was negatively related to avoidance orientation. These findings were discussed with theory and research in related fields, and implications were drawn in terms of adding the self-regulated learning strategies in the professional trainings and increasing teachers’ awareness to apply self-regulation strategies.