This study aims to address the current gaps in teacher development by building on existing literature and presenting empirical evidence on the challenges faced by teachers and the coping strategies they have developed during the recent paradigm shift due to Covid-19. Using the convenient sampling method, 100 university English teachers responded to a questionnaire mainly adapted from two conceptual frameworks: (1) TPACK (Mishra & Koehler, 2006, 2008) and (2) Occupational Well-being Dimensions (OECD 2019) along with some additional open-ended questions. A mixed-method design employing quantitative and qualitative methods provided multidimensional and comprehensive analyses using statistical techniques and in-depth contextual insights. The results indicated that ‘technological knowledge’ competency from the TPACK model as well as the ‘cognitive, social, physical, and mental well-being’ dimensions from the well-being framework, were the most affected areas during the pandemic. Analyses presented a strong positive association between the most challenging areas and the most coping strategies developed by teachers. Based on the conceptual and empirical evidence, the study recommends a balanced approach that combines TPACK and professional well-being under one framework to support teachers with holistic development in the face of any transition and to cope with 21st century teaching challenges.