Based on data gathered from June 1982 to June 1983 from four urban elementary schools in the northeastern United States, this paper explores both the potential impact of organizational factors on teachers' felt-stress and the potential of strategies aimed at alleviating such stress. The schools functioned respectively as a control site, an individually based intervention site (involving 23 teachers), an organizationally based intervention site (involving 28 teachers and administrators), and a combined intervention site (involving 8 teachers). Teachers' perception of job stress was tested by pre- and post-test instruments; there were 203 responses. Results are reported in three sections: extent of teacher stress, impact of organizationally based stressors, and individual manifestations of stress. Four conclusions are reached: teachers' felt-stress was less than anticipated; teachers' identification of most and least stressful issues was consistent; teachers found classroom issues more stressful than organizational issues; and different stress management intervention strategies led to different results. Recommendations include a need for more classroom materials and equipment and uniform and effective discipline codes. Five tables and three figures include information on school sites, teachers' perceptions of stress on the job, and highest and lowest stressors. (PB)