A review and a study of specific situations or movements show conditions that create stress for and between administrators and teachers. Today's emphasis on teacher accountability has created stress for teachers, chiefly because they feel they are being held responsible for things over which they have no control. The administrator can be of great help by strongly backing the teacher and working with the teacher on acceptable methods of discipline. There is also the feeling among teachers that they are held totally responsible for student achievement but have no control over other achievement-related factors, such as home environment, previous knowledge, and student background. Administrators must demonstrate that they fully understand these other factors. Administrators should also shield teachers from "meddling" parents. Teacher transfer and reduction in force can create severe anxiety, and administrators must make sure their actions are clearly understood by teachers and make any transition as smooth and untraumatic as possible. Lack of support from superiors seems to cause a great deal of stress, and teachers need administrators who are understanding, supportive, caring, and instructionally competent. Student violence is a problem on which teachers and administrators must work together with strong mutual support. Another tension/stress issue is that of evaluation. Teachers and administrators should view evaluation as a helping and supporting function, not as a threat. Outside pressure groups can cause friction and tension between administrators and teachers unless they are handled with the sense that together they represent an educational team and find a basis for agreement. The appendix to this paper lists rank orders of stress producing factors for teachers and administrators and ways in which the factors can be reduced. (JD)