The primary interest of this study lay in exploring the potential of the personnel relations in "schools villages" in reducing science teacher stress. The schools-village concept which has a Greek origin and is gaining wide acceptance in many countries of the world, is built on the philosophy of maximum resource utilization and the engendering of communal spirit. Data gathered from 368 science teachers in Nigeria indicate that science teacher interactions in the "schools villages" had a significant depressing effect on stress level on five clusters of stressors: curriculum, facilities, student characteristics, administrative, and professional growth and self-satisfaction. The implications of the results for science teacher welfare and for preparing the citizenry for the science and technology-dominated world of the twenty-first Century are drawn.
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