This study provides a correlational meta-analysis of 65 independently written or published studies on teacher stress between 1998 and 2003. We measured the relationships between teacher stress and numerous other constructs including coping, burnout, emotional responses, personality mediators, personal support, environmental structure, and background characteristics. A theoretical-empirical model of construct relationships investigated across studies was developed and n = 2,527 correlational effect sizes were used to estimate the empirical relationships between the operationalized theoretical constructs. Results showed that the strongest association of teacher stressors exists with negatively oriented emotional responses confirming the central role of teachers' coping mechanisms, personality mediators, and burnout potential according to our model of the stress cycle. (Contains 4 notes.)