Background: Teaching is a profession associated with high levels of stress. Research has shown that when job demands are high while organizational support is insufficient, levels of stress and burnout increase. Aim: Prior to conducting our study aimed at determining the stress levels among university faculty members, we performed a literature review. Materials and Methods: We conducted a literature search using the PubMed and Embase databases for studies published in English without restriction on publication year, including all relevant articles available up to September 2025. The search strategy included the following keywords: “stress,” “researchers,” “university professors,” “academic researchers,” “college,” “academics,” “scholars,” “teachers,” and “professors.” Results: We searched for English-language publications in the PubMed and Embase databases without year restrictions, including studies published up to September 2025. The search was conducted using the following mesh terms: “stress,” “researchers,” “university professors,” “academic researchers,” “college,” “academics,” “scholars,” “teachers,” and “professors.” A total of 3,961 articles were identified from the database search. After screening titles, 2,944 articles were excluded. Subsequently, 58 articles were reviewed based on their abstracts, and 12 studies that were relevant to our research objectives and questionnaire were selected for analysis. Conclusion This review study demonstrated that stress levels among university and college faculty members are high. Stress is associated with multiple factors, including workload, organizational support, and performance demands, leading to negative physical and psychological consequences. Therefore, it is necessary to implement systematic institutional-level interventions to support the well-being of faculty members.