Job stress among teachers is a significant issue that affects their emotional and physical well-being. As well as the quality of educational development. This study aimed to evaluate the level of job stress from Maslach's perspective using the three dimensions He evaluates (emotional exhaustion, depersonalization, and personal accomplishment) among teachers in public educational institutions. Quantitative methods were used for non-experimental cross-sectional and descriptive designs. The sample consisted of 81 teachers from public educational institutions who completed the Maslach Burnout Inventory (MBI) questionnaire. The results showed a higher personal accomplishment and less stress, although a small proportion of teachers had higher levels of emotional exhaustion and depersonalization. Additionally, it has been observed that factors such as marital status influence the experience of stress. The results show that job stress is not a normal response in teachers, but rather depends on individual perception.