This study explores the impact of community-based interventions on teacher resilience and well-being in the context of disaster education, and how these factors influence overall community resilience. Using a systematic review approach guided by PRISMA guidelines, the study analyzed 47 relevant studies to identify key interventions that boost teacher resilience and well-being. The findings highlight a positive relationship between teacher resilience and the effectiveness of community disaster education initiatives. Teachers play a pivotal role in both educating the younger generation and enhancing community resilience. Their resilience and well-being are crucial for the success of disaster education programs, as they directly influence the preparedness and response of the community. The study emphasizes the need for comprehensive, holistic, and community-centric approaches to disaster management, integrating teacher support and well-being into disaster preparedness strategies. The review also discusses the challenges and future research directions, including the integration of technology, the importance of mental health, and the need for longitudinal studies to understand long-term impacts. Overall, the study underscores the interconnectedness of community resilience, disaster education, and teacher well-being, providing actionable insights for educators, policymakers, and communities.This study explores the impact of community-based interventions on teacher resilience and well-being in the context of disaster education, and how these factors influence overall community resilience. Using a systematic review approach guided by PRISMA guidelines, the study analyzed 47 relevant studies to identify key interventions that boost teacher resilience and well-being. The findings highlight a positive relationship between teacher resilience and the effectiveness of community disaster education initiatives. Teachers play a pivotal role in both educating the younger generation and enhancing community resilience. Their resilience and well-being are crucial for the success of disaster education programs, as they directly influence the preparedness and response of the community. The study emphasizes the need for comprehensive, holistic, and community-centric approaches to disaster management, integrating teacher support and well-being into disaster preparedness strategies. The review also discusses the challenges and future research directions, including the integration of technology, the importance of mental health, and the need for longitudinal studies to understand long-term impacts. Overall, the study underscores the interconnectedness of community resilience, disaster education, and teacher well-being, providing actionable insights for educators, policymakers, and communities.