Although many researchers conclude that education is a profession marked by high levels of stress or experience of "burnout," this paper contends that educators are more adaptable and hence less stressed than the literature would indicate. The paper surveys literature on educator stress, presents studies indicating low educator stress, and explores reasons why stress is overstated. Studies supporting high educator job stress focus on four categories: (1) lack of control with which to handle assigned responsibilities; (2) role conflict; (3) poor interpersonal workplace relations; and (4) time management difficulties. Results of three New York studies call these findings into question. In a literature review, 70 percent of articles on teacher stres are classified as anecdotal. Most studies are narrow in scope and inconclusive. A "job-related tension index" indicates that educators exhibit low stress characteristics, including role clarity, ability to plan workload, and ability to obtain needed information. Three factos relate to educatos' durability: (1) Stress is not new in education; (2) educators may be a hardy group; (3) as a senior work force, educators may have come to terms with their situations. Policymakers should reconsider resources being funneled into stress reduction efforts unless funds are targeted to specific goals such as improvement of classroom situations. Fifty-nine references are included. (CJH)