AbstractTwo hundred twenty‐six experts on teacher stress and burnout were surveyed to determine the relevance of 49 teacher stress items to their overall concepts of teacher stress. Relevance ratings for all items fell within the relevant‐to‐quite‐relevant range, and all items were retained for inclusion in the Teacher Stress Inventory. The most relevant items dealt with feeling unable to cope and experiencing physical exhaustion; the least were related to student motivation problems. Overall, the experts were congruent to a significant degree in the way they rated the items. When the group was compared in terms of background variables, the younger respondents, those who present stress management workshops, and those who conduct qualitativeorquantitative stress research perceived some of the stress factors as being more relevant to teacher stress than did the older respondents, those not publishing, and those conducting combinations of qualitativeandquantitative stress r