The purpose of this study was to determine if definitive factors emerge from the responses of teachers to the Teaching Events Stress Inventory (TESI). In a series of three studies during the years 1980 to 1982, data were collected to assess the levels and sources of stress experienced by 660 teachers in central and western Kentucky. The subjects were public school teachers either enrolled as masters-level students or participants in inservice programs on teacher stress. The three data sets were combined and factor analysis using the varimax rotation was employed to determine the factor solutions for the total data set. This procedure produced five factors that were relatively stable and independent as well as logically sound. These were labeled as: (1) personal/professional threat, (2) interpersonal relationships, (3) racial issues, (4) non-contact teaching tasks, and (5) change in normal routine. (PN)