The purpose of this essay is to identify the difficulties that teachers in diverse Indian home situations experience when they deliver online instruction. To examine how the components interact, the study used the TISM method. From a literature search and expert perspectives, nine variables that influence teachers during online teaching have been discovered. The MICMAC analysis is used to classify the variables based on driving power and dependence. The study's results could be useful to regulatory authorities and primary and secondary educational institutions that are considering making online teaching a routine practice. The findings will aid them in evaluating their present policy frameworks, as well as building new regulations and technology mechanisms to support their instructors in effectively embracing EdTech to deal with any future crises.