The COVID-19 pandemic forced educational systems worldwide, including Malaysia to adopt massive changes, indirectly placing heavy emotional and professional burdens on teachers. This study explored Malaysian teachers' reflective narratives regarding experiences of mindfulness and resilience in coping during the COVID-19 pandemic. Through a qualitative phenomenological design, 12 teachers from the Malaysian schools who taught during the pandemic were interviewed. Data analysis using Braun and Clarke's thematic analysis produced three important themes. Findings reveal that on the whole teachers described feelings of overwhelm, technological fatigue, and emotional exhaustion but also reported drawing on mindful awareness, acceptance, and intentional presence in regulating distress. Resilience was developed through reflective practice, peer support, and a sense of purpose in serving students despite disruptions. The study also underlines the centrality of psychological resources for sustaining teacher well-being. In addition, it stresses the importance of integrating mindfulness-based strategies and building resilience programs into teacher professional development. Study also pointed out new qualitative insights into teachers lived experiences during crisis, along with implications for supporting educator well-being in future emergencies.
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