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The present study investigates the relationship between the achievement goals theory and occupational stress of primary school teachers, as well as the effects of teachers' demographic characteristics on these variables. In the study participated one hundred and fifty eight primary school teachers, who were working in elementary schools of the prefecture of Magnesia, Attica and Evros, during the school year 2017-2018. For the collection of these data a selfreference questionnaire was used, which was completed by teachers. This questionnaire included: a) a teachers' data sheet, b) the questionnaire of the Resources of Professionals' Intensity on primary school teachers (Giannakidou, 2014) and the translated in Greek language Teachers' Achievement Goals in Work Questionnaire (Papaioannou & Christodoulidis, 2007). The analysis of these data pointed out that the variables, which were under study, were differentiated by the gender in a statistically significant way. The age and the working experience partially differentiated the variables and provided important information. Statistically important and positive inter-relevancies were noted between the scales of occupational stress and the teachers' Performance Avoidance goal. Teachers' Performance Approach goal was not correlated with the scales of the occupation stress, whereas Mastery goal demonstrated a positive but moderate correlation with occupational stress related to management, organization and recognition of the profession issues. The proposals presented in this paper focus on improving the basic functions of human resource management in public education with the aim of controlling and limiting the stressful factors that can lead teachers to adopt Performance Avoidance goal