Introduction: Irritable bowel syndrome (IBS) is a chronic functional gastrointestinal (GI) disorder causing frequent distress in affected patients as well as affects the quality of life. The syndrome may affect patients' abilities, productivity and the educational outcomes at various levels. Aim of Work: to determine the prevalence of IBS among a selected sample of general secondary school teachers and to find out the determinants associated with this disorder. Materials and Methods: A cross-sectional study was conducted during the period from October 2020 to March 2021 among a randomly selected sample of teachers. All participants were subjected to a pre-designed confidential self-administered questionnaire including Rome III diagnostic criteria for diagnosis of IBS. The psychiatric state of the studied participants, the Arabic version of Taylor Manifest Anxiety Scale (TMA) and Beck Depression Inventory (BDI) scale were used. Results: The study showed that the prevalence of IBS was 19.4% among teachers versus 7.4% among controls. Regarding awareness of IBS and misconception were 46.4% and 30.6% among teachers compared to the control participants (25.2% and 29.7%; respectively). Regarding psychometric tests, the results showed that IBS teachers had statistically significantly poorer status in comparison with non IBS ones including emotional stress was reported among 55.1% vs. 34.0%, depression 67.3% vs. 42.9, anxiety 65.3% vs. 44.8%, and mixed-status (depression and anxiety) 42.9% vs. 26.1% . Logistic regression performed to ascertain the effects of certain studied risk factors on the likelihood that participants have IBS and it was statistically significant p < 0.001. Conclusion and Recommendations: IBS was more prevalent among teachers. Screening of all teachers for IBS and analysis of the work environment to stand on all factors of this disorder are suggested. Providing psychological and emotional supportalong with stress management is highly recommended