Results of a study to determine the amount of burnout experienced by Alabama public school teachers and principals that could be accounted for by stress related to the Alabama Performance-Based Accreditation Standards, job stress, locus of control, age, and gender are reported in this paper. Objectives of the study were to develop a measure of stress related to the Alabama Performance-Based Accreditation Standards and to determine the amount of variance in educator burnout that could be attributed to the above variables. A battery of pencil and paper instruments were administered to 65 out of 128 elementary and secondary principals and to 242 out of 445 teachers, an overall response rate of 53.6 percent. Findings demonstrate a strong positive relationship between job stress and both emotional exhaustion and depersonalization burnout and a strong negative relationship between job stress and personal accomplishment. Meaningful contributors to burnout included job overload, subordinate and superordinate relationships, and salary. Educators with external control orientations reported less job stress than those with internal control orientations. Peer relationships, age, and gender had no significant effects on burnout. Recommendations are made for the training of administrators to help teachers, the inclusion of stress management courses in educational administration and provision of teacher resources, and increased community financial support. Ten tables are included. (5 references) (LMI)