This study examined the antecedents and consequences of stress encountered by junior high school teachers in their roles as organization members, with the school system as the employment setting. Chapter I presents an overview of the study and its four major objectives: (1) to determine organizational precursors of work-role stress among teachers; (2) to determine whether work-role stress produces distancing forces in teachers; (3) to examine the physiological, psychological, and behavioral consequences of work-role stress; and (4) to examine the impact of work-role stress on the effectiveness of teachers' functioning. In Chapter II, forms of role stress are identified as role conflict, role ambiguity, role overload, and role insufficiency. The environmental, organizational, interpersonal, job-related, and intrapersonal precursors of role stress are examined, and the consequences of role stress are explored. Chapter III offers discussions on sources of stress that operate specifically within a school setting. Stressors in the areas of the school environment, the school organization, and the classroom are considered. The fourth chapter describes the research design and methodology used in the study, including selection of the sample, instrument design, data collection, and analysis specification. In Chapter V, profiles of some teachers under high and low stress are presented, and an analysis is given of the circumstances in their lives and work environments that contribute to the stress they exhibit. Chapter VI offers discussions on methodological and substantive issues that emerged from the study. Chapter VII presents implications of the study for school administrators, teachers, and teacher educators, and the eighth chapter summarizes the study. References and some materials used in the study are appended. (JD)