This paper summarizes research on both organizational and individual characteristics positively correlated to teacher stress. Organizational characteristics are time constraints, workload, job demands, role conflict, role ambiguity, income, resources, class size, administrative bureaucracy, autonomy/participation in decision making, collegiality, student discipline and interaction, reward and recognition, and career advancement. Individual characteristics are age, marital status, and gender. Teachers found stress increased by time factors, workloads, role conflict and ambiguity, inadequate income and resources, low autonomy, and issues related to the classroom environment. Individual characteristics contributing to stress included age, experience, gender, and marital status. Recommendations for administrators and teachers include: wider knowledge of the organizational and individual characteristics to help school systems and administrators develop systemic interventions to alleviate teacher stress; and greater teacher awareness of stress factors, which will lead teachers to have greater compassion for themselves, resulting in enhanced coping effectiveness. (Contains 65 references.) (JLS)