Public education and teachers are under considerable scrutiny (Gibboney, 2008). With the inception of local, state, and national demands being placed on education, teachers are faced with many challenges (Eppley, 2015). Educational accountability measures have grown out of the political pressures impacting educational policies (Gibboney, 2008). There is much debate regarding whom teachers are accountable to and what they are accountable for (Ornstein, 1986; McDermott, 2011). This scrutiny increases a teacher's level of perceived stress. Stress and perceptions of stress differ from person to person, making it conditional and highly personal (Fimian, 2001; Jary, 2006). Although stress has been an area of study for many years, academic disciplines such as psychology, sociology, and education define it differently (Saleem & Shah, 2011). Some disciplines view stress as a process while others view it as a result of interactions influenced by culture or customs (Prabhatt, 2011). Because stress appears to be pervasive among educators today (Prabhatt, 2011), it is important to have an understanding of stress as it relates to education. The way an educator teaches and how a student learns impacts the perceived self-efficacy of the teacher (Goroshit & Hen, 2014). Current and past educational legislation also has an effect on teacher perceived self-efficacy (Goroshit & Hen, 2014). The efficacy beliefs of a teacher affect how they perform in the classroom, their goals, and what they want to achieve (Tschannen-Moran & Hoy, 2001). Perceived teacher stress and perceived teacher self-efficacy are factors that affect both general and special education teachers. Understanding how perceived teacher stress and perceived teacher self-efficacy affect educators may lead to understanding what positive variables are working with teachers, and how negative situations such as teacher attrition may be avoided. The purpose of this study was to evaluate the relationship between the following perceived stress factors: (a) time management, (b) work-related stressors, (c) professional stress, (d) discipline and motivation, (e) professional investment, (f) emotional manifestations, (g) fatigue manifestations, and perceived teacher self-efficacy with general and special education teachers. This was conducted with students in teacher education programs at a local university in the southwestern United States. There were two surveys that were combined to create the questionnaire that was used. These were the "Generalized Self-Efficacy Scale" (Schwarzer & Jerusalem, 1979) and the "Teacher Stress Inventory" (Fimian, 1984). The results of this study showed the correlation between perceived teacher stress and perceived teacher self-efficacy and how they affect a teacher. Many of the studies available at the time of this study contained more variables than perceived teacher stress and perceived teacher self-efficacy. The results of this study also provided a starting point for future research to determine why teacher attrition is occurring. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]