Surveys on teacher burnout and stress were sent to 27 randomly selected school districts in South Carolina categorized as rural, urban, or suburban. Nine districts were then randomly selected from each stratification category. After districts were selected, nine schools (three each elementary, middle, and high) were (again, randomly) selected, and 243 principals of these schools were contacted by letter. Each principal was asked to complete the survey and to request completion by one of the school's special educators and by one of its regular educators. Of the 729 surveys sent, 429 were returned. The survey included three sections: personal data, sources of stress in schools, and symptoms of stress. Analysis of results revealed, among other findings, that self-contained special education teachers averaged the greatest number of school days missed, and principals the fewest; notification of unsatisfactory performance, last week of school, overcrowded classrooms, and disruptive students were rated as high sources of stress; planning for instruction, attending meetings, conferring with parents and the principal, and evaluating students performance were rated as presenting relatively less stress; and symptoms of stress were found to be feelings of tiredness, emotional exhaustion, and anxiety. Sources and symptoms appeared to be consistent across positions and school levels. Findings suggested the need to identify sources of stress and use appropriate methods of management. (CL)