The purpose of the study described here was to: (1) determine the amount of variance in burnout and job satisfaction in public school teachers and principals which could be accounted for by stress related to the state's performance-based accreditation standards; (2) examine the relationship between stress related to state standards and the age and gender of the educators; and (3) develop measures of educator job stress common to both teachers and principals and stress related to the state performance-based accreditation standards. Surveys were sent to teachers (N=445) and principals (N=128). Responses were received from 219 teachers and 58 principals. A cross-validation study of nonrespondents yielded usable responses from 13 additional teachers and 7 principals. Five factors describing the dimensions of educator stress were identified: (1) job overload; (2) subordinate-superordinate relationships; (3) relationships with students; (4) relationships with peers; and (5) salary and compensation. Results of the study suggest that educators are experiencing a significant amount of stress related to their everyday job situations and to performance-based accreditation standards, and that this stress is mediated by locus of control. Forty references are listed and 11 tables displaying the data are attached. (LL)