Meaningful stress management efforts should include analysis of both organizational and individual factors. Results of a June 1982 survey of 130 teachers in 4 Buffalo (New York) school district elementary schools indicate that feelings of organizationally based stress did not vary significantly according to such demographic variables as sex or age. Of stress factors unique to educational systems, lack of materials, student motivation, and discipline problems ranked highest. Stress manifestations were primarily emotional rather than behavioral or physical. Urban teachers reported more than average stress levels, but not the high stress levels that might have been expected, especially for that time of the year. Clear relations were revealed between organizational variables, such as work relationships and career development, and individual stress manifestations. Classroom-based issues, however, proved more stressful than organizationally based issues. Because urban teachers reported only moderate stress levels, teacher stress management programs might best be developed on a selective basis. The consistency of the findings across the four school sites suggests that the person-environment fit model used is applicable to other settings. (JBM)