The present study explores the aftermath of the COVID-19 pandemic, with an emphasis on Bangladesh's educational system. It digs into the difficulties that educators confront in crisis management and the shift to e-Learning. This study attempts to provide solutions for improving teacher readiness in crisis management and e-Learning by examining lessons learned from the epidemic. It focuses on how instructors might be better prepared for crisis management and the incorporation of e-Learning. The report offers significant ideas to improve teacher preparation by drawing insights from the problems faced during the pandemic. This research proposes concrete strategies to strengthen education's resilience in the face of similar future problems through a focused investigation of the Bangladesh setting. This study's research methodology incorporates both qualitative and quantitative techniques. Interviews with educators, administrators, and policymakers are used to acquire a full picture of their experiences in the post-COVID-19 era. Quantitative data is acquired through surveys delivered to a representative sample of teachers in various locations in Bangladesh. This quantitative data provides statistical insights into the magnitude of the issues encountered as well as the effectiveness of various crisis management and eLearning tactics. The acquired data is then examined qualitatively using theme analysis and quantitatively using statistical analysis. This study intends to provide a holistic view of the lessons learned and effective strategies for enhancing teacher readiness for crisis management and e-Learning in the specific context of Bangladesh by triangulating findings from both approaches.

Keywords: Adaptability, Covid-19, Education, Teacher Training, Teaching technology, Crisis Management, e-Learning.