Introduction Dr. Molly Fisher pointed out the importance of the creation of an effective retention strategy for secondary school teachers. This objective was the primary justification for studying the impact of stress and burnout in relation to the significant rise in the high turnover rate within the teaching profession. At the end, she was able to explain the correlation between stress, burnout, and high turnover rate. However, it was not possible to develop an appropriate and relevant retention strategy based on the outcome of the said study. Fisher failed to develop a retention strategy because the research team did not isolate the problem and the factors that contributed to the high turnover rate within the said profession. The Objective of the Study The title highlighted the importance of a retention strategy in order to reduce the high attrition rate among teachers in the secondary school level. High turnover rates in secondary schools created tremendous problems for students, parents, and administrators. Thus, the need to solve this problem justified the elements found in the research design. However, it is interesting to note that Fisher did not spend a great deal of time describing the process of creating an effective and relevant retention strategy. After expressing the ultimate goal of the study, Fisher highlighted two critical factors affecting the high turnover rate. She said that stress and burnout directly affected the decision of teachers to choose another career path. It is therefore crucial to analyze the nature of stress and burnout in the context of the teaching profession. The need to learn more about stress and burnout became the secondary goals for the said study. The Study’s End Result Fisher and her team discovered that there was no significant difference in the stress scores between “novice” and “experienced” secondary level teachers. Nevertheless, there was a significant difference when it came to the burnout scores. Fisher pointed out that less experienced teachers reported higher burnout scores. This was a significant discovery, because after the application of a multiple regression analysis on the research data, the team found a correlation between burnout scores and job satisfaction levels. This revelation found support after the application of a statistical measurement called the Pearson correlation coefficient, because the said researcher found out that “as years of experience increases, stress decreases” (Fisher, 2011, p.25). However, the team cannot ignore the contradictory results of the study. In the multiple regression tests, years of experience had a positive effect on stress scores, but the ANOVA test did not confirm this view. Fisher pointed out that adjusting the years of experience for “novice” teachers from five years to three years may help in harmonizing the results. However, one can also argue that the problem is not in the definition of novice and experienced teachers. The real problem is the failure to understand the nature of the work-related stress in the context of the teaching profession. It is not enough to say that stress affects the burnout rate, and that the high burnout rate serves as a precursor to a higher turnover rate. It is not prudent to end the discussion at the stress and burnout level, because workers from other industri