The purpose of the study is to assess the effects of service year and levels ofrnstress on teacher performance. The study also intends to explore the majorrnstressors and stress dimension that cause stress in college teachers. In order tornidentify the sources of teacher stress, 30 items of self reported questionnaire wasrnadministered to a randomly selected 50 (45 male and 5 female) respondentsrnfrom the total of 96(90 male and 6 female) college teachers. Besides, thernperformance of each sample teacher was observed two times by using 25 itemsrnchecklist. Percentage analysis was conducted to find out the magnitude ofrnteacher stress. Mean rank analysis was employed to examine the majorrnstressors. One way ANOVA was used to investigate the association betweenrnstress with demographic information. Linear correlation and curve estimationrnwere utilized to find out the association between teacher stress andrnperformance. Two-way ANOVA was conducted to examine the effects of servicernyear and levels of stress on teacher's performance. Result indicated that 64 % ofrnteachers rated their job is much or extremely stressful. The major stressors werernassociated with administrative issues. BNBSc, beginners and whose rank wasrngraduate assistant-I reported significanuy more stress than MNMSc,rnexperienced and lecturer. The performances of teachers in moderate level ofrnstress significanuy differ from teachers performance in low and high levels ofrnstress. Curve estimation showed and inverse 'U' shape curve relationshiprnbetween stress and performance. This relationship was found to be . 62(Eta=.62)rnResults were discussed with reference to the existing literature. Suggestion forrnthe amelioration of the situation and implications of future researches are alsornproposed.