This study explores how pedagogical practices (PP) mediate the relationship between teachers’ job satisfaction (TJS) and students’ negative practices (SNP) in mathematics classrooms, considering gender differences within the United Arab Emirates (UAE). Utilizing data from 1,247 Emirati teachers drawn from the PISA database, the research investigates the extent to which effective teaching strategies can improve teacher satisfaction by minimizing disruptive student behaviours. The analysis employs Hayes' PROCESS macro, incorporating multiple regression techniques and bootstrapping with 5,000 resamples to assess the mediation effect. Results show that strong pedagogical practices significantly reduce negative student behaviours, which subsequently boost teacher job satisfaction, independent of gender. This mediated effect holds consistently across various demographic groups, underscoring the central role of pedagogical quality in enhancing classroom environments and teacher well-being. The study highlights the importance for educational leaders and policymakers to prioritize pedagogical development as a means to promote student engagement and cultivate a more rewarding teaching experience.

Keywords: Pedagogical Practices, Students' Negative Practices, Teachers' Job Satisfaction, UAE.