This study was conducted in the Seventh-day Adventist secondary schools in Hong Kong to find the major sources of stress (stressors) for teachers and the level of teacher stress. The relationship between teachers' perceptions of stress and teachers' backgrounds, (i.e. gender, teaching experience, number of teaching periods, teaching level, teachers' education backgrounds, peer support, supervisor support and the religion of the teachers) and the relationship between teachers' stress manifestations and their background were explored. A standardized psychological test, Teacher Stress Inventory (TSI), was used (Fimian, 1988). Participation was voluntary. Out of 132 teachers, a total of one hundred twenty-eight responded to the Inventory. This was a 96.90% return.

Five types of stressors were identified. They were, in decreasing level of severity, work related stressors, time management, discipline and motivation, professional distress, and professional investment. However, the stress level that the teachers in the Hong Kong Adventist schools experienced, induced by these stressors, was moderate in nature.

The five stress phenomena found in this study were within the moderate zone. However, they are all higher than the means of the TSI norm. The mean of the total score is 2.76 which is higher than the norm of the TSI by .26. These indicate that there is a need for teachers to be educated in coping methods and stress management strategies to conquer stress in the teaching workplace.

Recommendations: (1) The school principals should explore ways to control and manage situations and conditions, such us teaching load, that produce teacher stress. (2) The school system should provide teachers who teach lower forms and those with a diploma qualification with more opportunities to attend courses concerning "Student Discipline and Motivation". (3) More stress management and time management training programs should be provided by the school administration for teachers, especially for those who have less teaching experience, to help them cope with the job demand. (4) The school administration should provide teachers with more team building programs to enhance peer support. (5) The school administration should provide more recognition to teachers in various ways such as verbal praise, good teacher awards, and long service awards. (6) The school system should introduce a mentor teacher scheme for the teachers who have less experience to help them learn time management and stress-coping skills.