The primary intent of the study was to investigate the importance of particular background variables on three dimensions of burnout (emotional exhaustion, depersonalization, reduced personal accomplishment) for elementary (n=98), intermediate (n=163), secondary (n=162, and university (n=219) teachers. A secondary purpose was to delineate factors which teachers perceive as contributing most to feelings of work-related stress. While findings revealed sex and age to be the most salient background variables bearing on teacher burnout, their influence varied with teaching level and specific facet under study. Organizational factors related to the administration of educational institutions ranked high as a substantial contributor to feelings of stress by teachers at all levels of the educative system. Data from the study are appended and 30 references are included. (JD)