In the past few years the workload regarding the teacher occupation has increased remarkably due to various reasons: the changes both nationally and globally on one hand in terms of educational needs, demands and on the other hand in terms of the educational (institutional) 'reality' (decreasing resources in public sector/schools in many countries), the 'learning revolution' (Dryden, Vos): new concepts, theories and scientific (learning) research and its overall impact on education and finally, the rapid technological development and its impact on all human activities, learning and education included. In Finland, the national virtual school initiative and program has already been launched, and now it is about time that the impacts of this huge program on teachers' workload and stress and work processes in general are being researched. This has already reflected in teachers' everyday work & life: net-based -courses & -education, online-teaching and -tutoring; in other words, the implementation and integration of the latest ICT available has increased the workload and ― presumably ― teachers'- already prior ICT in Education existant (this is supported by some recent stress research results carried out in Finland, Santavirta et.a 2001) ―work stress .
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