Many teachers feel unimportant because they have little input into the decisions that affect them. Their interactions with students, parents, other staff, and administrators are often based on policies that they had no part in creating, such as disciplinary measures. If the teachers do not feel in control of the process, they are apt to withdraw and become discouraged. Their feelings of being undervalued may turn to fear, and a perceived threat takes on the spectre of something larger (Chang, 2009).Teachers are on the front lines of stress, exhaustion, and burnout. Few other professions experience the mass exodus of staff as does the teaching profession, with stress-related burnout cited as the most common cause. Stressors include feelings of little input, lack of support, changes in teaching assignments, low self-efficacy, and failure to team-build. This article examines how addressing these stressors has the potential to reduce the number of resignations due to burnout.