Abstract: Job stress has now become an issue of great concern in the private education sector, especially among teachers in private A-grade English medium institutions, where academic demands, administrative responsibilities, and performance pressures are consistently high (Kyriacou, 2001). The present study examines the impact of job stress on job satisfaction and teaching performance among teachers working in selected private A-grade English medium schools in Bhubaneswar. The influence of salary, work environment, leave facilities, and organisational support in determining teacher satisfaction is also analysed, as suggested in earlier studies on teacher well-being and organisational climate (Skaalvik & Skaalvik, 2017). A descriptive and analytical research design was adopted for the study. Primary data were collected from 100 teachers across six selected private schools using a structured questionnaire, while secondary data were sourced from relevant journals, reports, and previous research studies. Data analysis was carried out using SPSS, employing statistical tools such as descriptive statistics, reliability analysis, correlation, and multiple regression analysis. The results reveal that work overload, excessive administrative paperwork, lack of flexibility in working hours, and inadequate relaxation time are significant contributors to job stress among teachers, consistent with findings reported in earlier empirical research (Travers & Cooper, 1996). The findings further indicate a strong negative correlation between job stress and both job satisfaction and teaching performance. Conversely, job satisfaction exhibits a strong positive influence on teaching performance. The study also establishes that salary satisfaction, supportive organizational culture, and a positive school environment can significantly reduce stress levels and enhance teacher satisfaction. The paper concludes that effective stress management practices, improved organizational support, flexible work arrangements, and equitable compensation systems are essential for promoting teacher satisfaction and productivity. The results offer valuable insights for school administrators and policymakers in formulating teacher-centric policies to ensure sustainability in the private schooling sector.

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