The COVID-19 pandemic has significantly disrupted traditional education, necessitating a shift to online schooling that compelled teachers to rethink their methods. Prior to the pandemic, many teachers were either reluctant or unprepared to integrate digital technologies into their teaching practices. However, in 2020, online schooling became the sole viable option in many countries worldwide. This sudden transition imposed a heavy workload, introduced new responsibilities, and highlighted the urgent need for teacher training. These challenges, coupled with the uncertainty surrounding the future of education, have tested teachers’ professional capacities. The move to online schooling has placed significant demands on teachers, including adapting to remote work, managing personal and professional boundaries, supporting less gifted students, monitoring learning outcomes, and navigating unfamiliar digital communication channels. This chapter examines the concept of teaching resilience during the COVID-19 pandemic by conducting a systematic review of the literature from February 2020 to the present. The review compares pre-pandemic approaches to resilience with the emerging dimensions prioritized during this crisis. Although research specifically addressing teaching resilience during COVID-19 remains limited, many studies on teacher training have indirectly highlighted the challenges teachers face in maintaining standards and outcomes aligned with their professional identities and beliefs.