International surveys conducted by the European Trade Union Committee for Education (ETUCE) found that teachers in their union suffer significantly from stress (ETUCE, 2011). Furthermore, survey data in the United States reveals that teaching is a “high stress” profession (Kyriacou, 2000). The harm caused by this stress is evident by the high rates of teacher attrition and teacher shortages. Despite these findings, teacher stress has yet to be examined over time. Also, researchers have yet to examine how the increasing use of communication technology (i.e., email, text messages) has impacted teachers’ well-being and job outcomes. It seems many teachers have to deal with constant pressure to respond to emails throughout the day. Many teachers even get email sent directly to their personal phone. This can disturb teachers even while they are away from work. These messages may make it more difficult for teachers to control their emotions, which may lead to increased stress and turnover intentions. In addition, they suffer stress from difficult students and inadequate school resources such as workplace social supports and school policies.