The objectives of this study were to determine whether teachers' personality characteristics affect their perceptions of stress and burnout and whether school climate interacts with personality factors to influence stress and burnout. A random sample of 162 teachers in nine junior high/middle schools completed a questionnaire measuring perceptions of: (1) stress; (2) burnout; (3) locus of control; (4) attitudes toward students; (5) intolerance of ambiguity or change; and (6) quality of the school as a work setting. The schools were selected because of evidence that they encompassed a wide range of school climate quality. Teachers reported a moderate to substantial amount of stress and burnout. The highest level of stress was generally reported in interpersonal situations, and the second highest level was reported in new situations. Teachers having negative attitudes and beliefs about students, an external locus of control, and low tolerance for ambiguity reported more stress and burnout than other teachers. These results suggest that preservice teacher education programs should focus on developing an internal locus of control, positive and realistic attitudes toward students, and tolerance of new situations. (Authors/FG)