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The aim of the present study is to study through questionnaires and to calculate with the help of their statistical study the levels of professional exhaustion and professional stress of secondary education teachers as they perceive them. Also, to identify and prioritize in order of importance the main sources of occupational stress of teachers and to explore ways of discharging teachers from emotional stress (stress) as well as or not of the profession because of it. In the work (theoretical part), reference is made to the sources of occupational stress and the factors contributing to exhaustion, as well as to the symptoms and the effects of stress and burnout on the individual and the educational organization. We propose ways to prevent and deal with stress from the individual and the organization that work to prevent burnout and educators can exercise their work unhindered. The sample consisted of 95 secondary school teachers working in public schools. The methodology chosen was quantitative research using a questionnaire. The data were collected with the help of the Vocational Intensive Career Questionnaire for Teachers and the Professional Exhaustion Scale-MBI-ES (Maslach & Jackson, 1986). The results highlighted the first important source of stress in insufficient salary and then the lack of interest and motivation from the students, and thirdly the lack or insufficiency of material resources. Also our sample educators have shown that they have work anxiety ranging from moderate to long. Regarding the levels of professional burnout, we would generally say that our sample exhibits a medium burnout which evolves due to the initially observed medium to high emotional exhaustion followed by depersonalization and which was low at the survey. Personal achievement as a third dimension of professional burnout was high, which can be maintained if the rate of professional burnout of teachers is reduced. Anxiety discharging has shown for most people choices such as walking, gymnastics, music, cinema, family talk, friends, comrades and colleagues. Most do not resort to a discussion with the Director or meditate, and they also do not use alcohol or tobacco to overcome stress. A large percentage of teachers (70.53%) nevertheless would not change his job.