Stress is a psychological and physiological response to perceived challenges or threats, often resulting in emotional or physical tension that can lead to feelings of frustration, anger, or nervousness. For non-native English teachers, teaching English as a foreign language (EFL) presents unique stressors that differ from those faced by first or second-language instructors. Research suggests that EFL teachers experience higher levels of anxiety and job-related pressure due to linguistic barriers, cultural differences, and institutional expectations. This study aims to investigate the primary sources of stress among EFL teachers at the secondary high school level and to identify key factors that contribute to their occupational strain. A quantitative research approach was adopted for this study, with primary data collected through a structured survey questionnaire distributed to EFL teachers. Using purposive sampling, 32 secondary school English teachers were selected to participate, ensuring that respondents had relevant experience in EFL instruction. The collected data were analyzed using SPSS software to identify significant patterns and correlations. The findings highlight multiple stressors, including teachers’ lack of capability, economic constraints, political instability in the country, students’ poor academic performance, inadequate school infrastructure, and restrictive school management policies. The study underscores the need for institutional support and policy reforms to mitigate stress among EFL teachers. Addressing these stressors could improve teacher well-being, reduce attrition rates, and enhance the overall quality of English language education. By understanding the specific challenges faced by EFL educators, schools, and policymakers can implement targeted interventions to create a more sustainable and supportive teaching environment.