IntroductionTeacher stress and wellbeing are influenced by how educators perceive and experience workplace demands and available resources. This study examined how teachers' appraisals of workplace demands and resources contribute to stress vulnerability and educator wellbeing.MethodsUsing a mixed methods concurrent nested design, the study triangulated quantitative data from the Classroom Appraisal of Resources and Demands (CARD) survey with qualitative reflections on teachers' lived experiences in schools. Participants included 131 public school teachers. Qualitative responses describing workplace demands and resources were analyzed using inductive thematic analysis. Teachers were categorized by the CARD measure as either higher risk-for-stress (Demanded) or lower risk-for-stress (Resourced).ResultsTeachers classified as Demanded reported more workplace demands and less access to resources than Resourced teachers. Specifically, Demanded teachers more frequently described instructional demands, demand overload, and missing resources. However, when discussing available resources, both Demanded and Resourced teachers emphasized the insufficiency or absence of meaningful support. Findings revealed a resource paradox in which resources that are technically available may be perceived as inadequate or experienced as additional demands.DiscussionThe findings suggest a mismatch between available resources and teacher-identified needs, highlighting the importance of considering teacher perceptions when addressing workplace stress. Implications for educational leadership include prioritizing workload management, aligning resources with teacher-appraised demands, and incorporating teacher voice into decisions regarding resource allocation and support systems.