The first section of this paper presents a review of recent studies on teacher burnout. Although a number of specific stressors have been explored, those which appear most consistently in studies on the subject are in the general categories of conduct and discipline of pupils, misbehavior and poor student attitudes, personal teaching competence, maintenance of values and standards within the classroom, and disagreement with supervisor or administrator. Other factors also appear as major contributors to stress, such as pressures precipitated by accountability laws, large classes, low salaries, intense pupil dependence and declining community support. Another factor compounding the effects of such stressors was seen to be related to the teacher's perception of self as well as the profession. The paper then discusses findings from two inventories, The Teaching Events Stress Inventory and The Life Events Inventory, administered to teachers attending stress workshops. A summary of the results confirm the supposition that the issue of teacher stress and burnnout is highly complex when viewed from the perspective of professional and adult development and their various stages in each individual teacher. A list of the most salient observations from the study is provided. Several charts and line graphs are included in the document. (JD)