This three volume study presents the results of research which examined working conditions and their possible relationship to stress among faculty in six schools (two elementary, two middle, and two high schools) in two major U.S. cities. Information about the schools was obtained through ethnographic case studies. Data were synthesized to describe each school and to identify potential stressors, with emphasis on the identification and description of stressors related to the context or culture of the school and the system, i.e., the work environment. These data were then analyzed within a psychological anthropology framework. Specifically, drawing from previous studies, it was postulated that once basic human needs are met, individuals (in this case school personnel) seek security, status, and sociability in their culture, society, occupations, and personal lives. In addition, eight universal aspects of behavior were examined (value system, cosmology or world view, social organization, technology, economic system, governance, language, and socialization process). Comparisons of findings across schools resulted in five major categories of stressors: (1) security; (2) governance/leadership; (3) budget cuts; (4) staff relations; and (5) student issues. Student issues, however, were found to be stressors only in the two high schools. This report is organized as follows: Volume I includes an introduction to the study, a literature review, description and analysis of stressful conditions in the schools studied, conclusions regarding the findings' significance, and recommendations for policymakers and practitioners concerned with reducing stressful conditions in schools. Volume II includes the full case studies of each of the six schools, and a report on extensive interviews with the schools' principals. Volume III contains a detailed discussion of the research methodologies, as well as the instruments utilized for data collection. (GC)