This study examined the amount of perceived stress and its dimensions on 121 elementary and secondary school teachers. Correlations were found between the "Emotional Exhaustion" dimension of stress and gender (males experienced more burnout) and years of teaching (teachers with more years at their present job experienced more burnout). Correlations were also found between the "Depersonalization" dimension of stress and education level (secondary teachers experienced more burnout). Correlations were found between the third dimension of stress, "Personal Accomplishment" and gender, years of teaching, and years at the present job. The years at the present job made a significant contribution to the prediction of the three dimensions of burnout--Emotional Exhaustion, Depersonalization, and Personal Accomplishment. The subjects of this study perceived themselves to be in a low degree of burnout in the dimension of Emotional Exhaustion, but highly burned out in the dimensions of Depersonalization and Personal Accomplishment. It is suggested that teacher educators should consider changes in their curriculum to encourage the development of an internal locus of control and a more realistic attitude toward students and the administrative structure. Administrators should expand decision making in the curriculum and enhancement of external rewards recognizing competence. (Author/JD)