An integrative review of literature on the causes and probable consequences of teacher stress is presented. The review is grounded on the assumptions that both positive and negative stress are an integral part of human experiences, varying across individuals, and can be best understood within the context of how individuals cope with it. Based on this review, the report moves to an analysis of the literature on stress in teaching, focusing on the work-related variables of student concerns and issues in administrative policy and practice. Literature on teacher stress is examined in relation to the broader body of literature on occupational stress in general. Emerging from the analysis as important issues are social support, role factors in the workplace, and person-environment fit. The consequences of stress are examined with reference to occupations in general and teaching in particular. Coping literature is analyzed, with particular reference to personal factors affecting coping. Personal resources and social support, particularly from co-workers, are reported as emerging as significant factors. The report concludes with observations and recommendations based on the analysis. (Author/JD)