This study aims to examine the relationship between teacher’s job stress and school organizational effectiveness and to investigate the effect of the teacher’s job stress on Korean school’s organizational effectiveness in Germany. For this purpose, this study conducted a questionnaire targeting 81 Korean school teachers in Germany. First, the results revealed that teachers’ perception of job stress was below the average. Among sub-factors of the teacher’s job stress, administrative support was the highest, followed by work overload, student instruction, principal’s leadership, relationship with teachers, and relationship with parents. The teachers’ perception of organizational effectiveness was above the average. Job satisfaction was the highest among the sub-factors of the school organizational effectiveness, followed by adaptability to the organization, job performance, and organizational commitment. Second, the differences between the teacher’s job stress and school organizational effectiveness were significantly explained by the Korean teacher’s background variables: teachers’ age, academic background, salary, education career, and the number of students. Third, Korean school teacher’s job stress was negatively correlated with Korean school organizational effectiveness. As a result of the regression analysis, the student instruction and the principal’s leadership affected the school’s organizational effectiveness. This study implies ways to improve Korean school organizational effectiveness in Germany. (Sookmyung Women’s University)