Teacher stress has been a critical issue in both the United States (US) and the United Kingdom (UK), with educators consistently reporting high levels of work-related stress. This study explored the multifaceted nature of teacher stress, drawing on the Coping-Competence-Context Theory to examine how societal context (i.e. country of residence), school context (i.e. coworker relationship, academic emphasis, resource support, and principal consideration), and teachers' individual factors (e.g. coping, self-efficacy) interact and contribute to teacher stress. This study also found the mediating role of school factors (i.e. coworker relationship and academic emphasis) between the country of residence and teacher stress, as well as the moderator role of teachers' coping in this pathway. This research offers a nuanced understanding of the interplay between societal, school, and individual factors in shaping teacher stress, providing insights that could inform targeted interventions and policy efforts to alleviate stress and promote teacher well-being in the US and the UK.