This current study aims to explore the effects of perceived stress levels on secondary school teachers with reference to Type A behaviour patterns, self-esteem and coping strategies. Participants were all secondary school teachers, 25 teachers from a public school and 25 teachers from a private school. Data was collected using questionnaire based measures of perceived stress; type A behaviour patterns, self-esteem and coping styles. Significant correlations between perceived stress and type A behaviour patterns, self-esteem and perceived stress. Stress and coping strategies, self-esteem and coping strategies were expected. Results were analysed using a correlation coefficient. Significant correlations were found between perceived stress and type A behaviour patterns, between self-esteem and avoidance coping. No significant relationship was found between self-esteem and perceived stress or between stress and coping strategies. Explanations of these results were presented along with implications regarding a better understanding of perceived stress and its contributing factors. The possible development of an improved definition of self-esteem, thus a better understanding of it affects are discussed below. Issues of a theoretical and methodological nature were also addressed.