Earlier studies concerning teacher-associated stress about organizational justice indicate that educating and instructing pupils is considered a hectic career, so bearing in mind the massive effect of organizational justice on teachers’ stress, it is imperative to study this relationship further. The drive of the present research was twofold: the primary objective is to study how educators view organizational justice, and additionally, it evaluated the extent to which educators’ opinions of three dimensions of organizational justice, including procedural justice, interactional justice, and distributive justice are connected to their stress levels. With the help of questionnaires, a quantitative research study was carried out. Data were collected from 200 sample cases of teachers selected by using the random sample selection technique from the private primary schools of Karachi. The regression analysis outcomes showed a significant positive relationship between teacher stress and organizational justice. The results of the independent sample t-test recognized that there is no difference between the mean values of the two groups. Hence, it can be interpreted that stress levels were the same for both males and females. It was thus suggested that institutions contribute to study the factors that can support impartiality and objectivity. There is a strong need to implement some managing policies which facilitate teachers to cope with their increasing stress levels.