This report examines international research and current educational publications about teacher workload and related stress. Workload issues have been a concern for Canadian teachers and teacher unions during recent years, with British Columbia's teachers reporting the highest stress levels nationwide. Teachers must juggle diverse, intense types of interactions and respond to requests by colleagues, administrators, parents, and community members. Teachers report experiencing very high stress related to reporting practices and issues. International studies show that teachers' work intensification mirrors societal trends toward overwork. Site-based management has led to increased teacher workload. Imposed and centralized system accountability, lack of professional autonomy, relentlessly imposed change, constant media criticism, reduced resources, and moderate pay all relate to teacher stress. Some studies indicate that there are gender-based differences in teacher stress. The effects of teacher stress include declining job satisfaction, reduced ability to meet students' needs, significant incidences of psychological disorders leading to increased absenteeism, and high levels of claims for stress-related disability. Stress appears to be a factor in teachers leaving the profession in many countries. Collective bargaining is an obvious route to addressing teacher workload, and British research indicates that action can be taken once the effects of stress-inducing workloads are understood. (Contains 28 references.) (SM)