To determine how integration in informal communication networks may mediate job stress and burnout, data were collected from two public elementary schools in the South at two points in time, with a three-week interval between collections. Questionnaires were completed by teachers at the beginning of a staff meeting. An individual's integration in a network was determined by the frequency of his or her contact with colleagues within each network. Thus, the greater the frequency of communication with more system members, the greater the integration in that network. The system was defined as the teachers and principal. The results indicated that for school 1, positive relationships were found for integration in the job and innovation networks, with frequency of stress, and for the social and innovation networks, with intensity of stress. The more these teachers talked with their colleagues about these topics, the greater their stress. In school 2, however, no significant relationships were found between integration in any of the networks and frequency or intensity of stress. For both schools there was no relationship between integration of any of the communication networks and burnout. (HOD)