Pertemuan Tatap Muka (PTM) Terbatas or limited face-to-face learning, which has been implemented in several regions of Indonesia, has brought new challenges to the world of education in Indonesia. Limited face-to-face learning requires certain schools to start face-to-face learning in schools with a maximum attendance of 50% of the total students in each class while at the same time continuing to provide online learning for students at home. The synchronous hybrid learning model is considered an effective solution when limited face-to-face learning is implemented. This learning model allows some students at home to take online lessons with some other students present at school. However, synchronous hybrid learning brings challenges for teachers. These challenges are especially in technology management, which causes technostress on teachers. This research aims to discuss solutions to the problem of technostress for teachers during the implementation of synchronous hybrid learning at the elementary school level. This research used a systematic literature review of 18 articles. The study results found that technology training, the provision of adequate facilities, and a support system for teachers, both from the principal's optimistic leadership style and parental assistance, can be supporting factors to increase teacher resilience when facing technostress during the implementation of synchronous hybrid learning. Finally, the results of this study are expected to be a guide for schools to formulate policies that help anticipate the occurrence of technostress in teachers so that they can increase teacher resilience in the implementation of synchronous hybrid learning at the elementary school level.