Using a survey of 1,656 Connecticut public school employees, this study compared burnout and stress variables for five groups: classroom teachers, school social workers, school psychologists, guidance counselors, and reading specialists. Questionnaires included a burnout inventory, role-behavior survey, and request for demographic information. Major variables were limited to three measures of burnout (emotional exhaustion, depersonalization, and personal accomplishment), two measures of role stress (role conflict and role ambiguity), and group membership. Generally, classroom teachers were found to exhibit the highest levels of burnout; other groups varied in their rankings on the variables studied. School psychologists and guidance counselors, the study showed, reported the highest levels of role stress; classroom teachers reported the lowest level of role stress. Overall, group membership was found to be a good predictor of role conflicts and burnout, but not of role ambiguity. Moreover, role conflicts and ambiguity were determined to be major predictors of emotional exhaustion. (JW)