The COVID-19 pandemic has struck many countries around the world. Most countries declared a health emergency to halt the spread of COVID-19 cases, putting all citizens on lockdown. This has caused schools to implement distance learning strategies with little or no prior experience. The COVID-19 pandemic has pushed the world's education system into an unstructured, emergency remote education mode. New issues arise as a result of the change from offline to online instruction, as well as achieving work-life balance. Hence this systematics review was guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) in order to identify the current research on teacher technostress. The factors that contribute to the said factor and ways of overcoming teachers' technostress during online learning would be investigated. A number of 52 related studies were accessed from Jun 2021 until September 2021 for this study. Articles published between 2019 and 2021 were sought from two leading databases which are Web of Science (WOS) and Scopus. Thus, this review systematically identifies teacher technostress and coping mechanisms during COVID-19 pandemic. It was found that several effects were caused by the technology use. In light of the result, stakeholders need to prepare a proactive way to make sure teachers are less stressed with this new norm of teaching and learning.