This study aimed to identify the work-related stress and its subsequent problems among teachers of the public schools which operated the school-based Violence Reduction Program (VRP) in the governorate of Tulkarm during the second semester of 2015-2016. Besides, it aimed to identify the effect of specific variables, such as gender, specialization, qualifications and years of service, on the assessment process of stress at work and its subsequent problems. The study tool was a purposefully designed questionnaire, which consisted of 50 items. The validity and internal consistency of this measurement instrument were assessed, where the reliability coefficient score was 0.91. The sample consisted of 130 teachers from public schools in Tulkarm area, which represented almost 100% of the study population. The results showed that there were inadequate criteria for teacher professional development, weak relationship between teaching faculty and school administration, lack of class discipline, prevalent problems among students, numerous teacher development workshops, lack of teacher decision-making participation, teacher involvement in undesirable activities, and heavy burden of teacher material obligations. They also showed that there were no statically significant differences in terms of the variables of gender, specialization, qualification, and work experience. The most important recommendations of the study included setting up a clear and particular strategy for developing educational evaluations, the development of educational work in line with technological developments, and employing self-evaluation methods.