Background: Occupational stress is often used as a term to denote the emotions people feel in upsetting circumstances. Teaching staff in faculty are stressed also are additional seemingly to be unhealthy, poorly motivated and fewer productive and fewer safe at work. Aim: the study aimed to assess impact of occupational stress among teaching staff members. Design: A quasi-experimental design was utilized in this study. Setting: the study was conducted in the faculty of nursing at Suez Canal University. Subject: all teaching staff members working in the previous study setting. Tools of the study: Two tools were used to conduct this study; tool I: occupational stress questionnaire which was used to assess stress level, tool II: observation checklist which was used to assess occupational stressors Results: The study revealed that, above half of the studied group (56.1%) was high occupational stress level in preprogram, with stress slightly decrease in the post immediate program (52.6%) and high decreased (12.3%) in the follow-up, with significant difference between pre/ post and follow up phases of program implementation (p<0.0001). The total mean score for occupational stressors among studied sample was high in administrative stressors (35.532±6.8430) and was also high in organization stressors (27.035±5.0339). While, lowest was in social stressors (8.906±2.1808). Conclusion: There was statistically significant improvement in teaching staff occupational stress level before and after the implemented program Recommendation: providing occupation stress management program periodically to improving personal coping mechanism and institute work/life balance strategies.