The study aimed to examine the stress in educators and how performance evaluations may be impacted. It examined the stress indicators of educators in South Dakota, using the Charlotte Danielson Framework for Teaching (FFT). The focus of the study was based on five connected themes. Those themes were increased responsibilities, limited personal and family lifetime, expectations of involvement, classroom environment, and perceived professional image. The research looked through the lens of educators using a qualitative approach and comprised three phases. Phase One was a survey of 22 questions referencing stress based on the FFT components. The responses were used to construct more specific questions posed in Phase Two. The final phase was a group discussion focusing on four primary areas of the FFT that surfaced from the previous phases. During each phase of the study, one familiar premise appeared repeatedly. Stress was more prevalent in specific components within the FFT and, thus, throughout the teaching profession. Each higher-stress component is connected to how much time educators were afforded for specific related career responsibilities. The underlying issues educators encountered as stress-inducing challenges involved the time needed to effectively perform the multiple aspects of their profession to the levels at which they were aspiring to achieve. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]