A study involving 9 male and 109 female graduate students in educational psychology, who are or have been teachers, was conducted to investigate the relationship between teacher burnout and personality type, self-perceptions, and critical thinking ability. Subjects included 23 blacks and 95 whites, and the mean age of the sample population was 34.12 years. Three types of burnout--emotional exhaustion, depersonalization, and personal accomplishment--were measured by the Maslach Burnout Inventory, and three standardized tests were used to yield independent or combined predictions of stress factors: (1) the Watson-Glaser Test of Critical Thinking; (2) the Myers-Briggs Type Inventory; and (3) the Tennessee Self-Concept Scale. Regression analyses and analyses of variance were performed to yield any available predictors and to validate the significance of their prediction. Results provide significant predictive associations between teacher stress and specific variables related to personality type, demographics, and perceptions of the self. A more salient finding was that teachers with higher self-concepts and extraverted and sensing personality types were more resistive to stress and more likely to maintain a sense of personal accomplishment while working under pressure. Conversely, it was found that teachers with personalities weighted toward the feeling and perceptual type were significantly more likely to suffer from stress. (TJH)