Figure 5 Teacher burnout SF Model 58090e11-a1ed-4a18-a3fb-512b0d896f6d isee systems, inc. Stella Architect

0 10

4

1 dmnl unitless fraction mo month The rate at which burnout accumulates, driven by the perceived workload and the teacher's sensitivity to stress. IF Teacher_burnout >= 10 THEN MIN(0, NET_burnout_change) ELSE IF Teacher_burnout <= 0 THEN MAX(0, NET_burnout_change) ELSE NET_burnout_change Burnout Units/Months A constant representing how easily workload translates into burnout accumulation. 10 (Burnout Units/Month) / Workload Unit If effectiveness drops, tasks take longer, increasing the perceived workload factor. Teacher_effectiveness/Reference_effectiveness_to_get_things_done dmnl The actual workload experienced by a teacher, factoring in both the number of colleagues (Workload Per Teacher) and their own efficiency (Impact of Effectiveness on Workload). DELAY(Workload/Tolerance_for_workload_on_burnout, 2, 1) burnout units/months The accumulated level of teacher exhaustion and cynicism. This stock increases with workload and decreases with recovery. 3 Change_in_burnout Burnout Units 10 effectiveness units/burnout units/months 9 effectiveness units/months The baseline workload distributed among the current number of teachers. Fewer teachers means higher workload per teacher. Pressure_to_improve_student_outcomes*(Typical_workload/Impact_of_effectiveness_on_workload) workload units Teacher_effectiveness/Teacher_effectiveness_needed_to_help_students_improve 1/months 60 Students_improving_academically Students_falling_behind Students Students_not_meeting_academic_standards*Impact_of_teacher_effectiveneness_on_achievement Students/Months 25 Students_falling_behind Students_improving_academically students Students_meeting_academic_standards/(Students_not_meeting_academic_standards+Students_meeting_academic_standards) dmnl 2 Change_in_stress stress units IF Teacher_stress >= 10 THEN MIN(0, NET_stress_pressure) ELSE IF Teacher_stress <= 0 THEN MAX(0, NET_stress_pressure) ELSE NET_stress_pressure stress units/months Proportion_of_students_achieving/Student_achievement_standards dmnl 1 dmnl 3 workload units Usual_disruptions_per_month*Effect_of_student_achievement_on_behaviors behaviors/month Disruptive_behaviors/Tolerance_for_disruptions 0,0.02526,0.08682,0.2331,0.5352,1,1.465,1.767,1.913,1.975,2 stress units/months 15 behaviors/stress units/month 10 behaviors/month Proportion_of_students_achieving 2,1.975,1.913,1.767,1.465,1,0.5352,0.2331,0.08682,0.02526,0 dmnl Students_meeting_academic_standards*Students_stagnation_rate Students/Months .0678 1/months The rate at which teachers recover from burnout, assumed to be proportional to the current burnout level and inversely proportional to the time required for recovery. IF Teacher_effectiveness >= 10 THEN MIN(0, NET_change_in_effectiveness) ELSE IF Teacher_effectiveness <= 0 THEN MAX(0, NET_change_in_effectiveness) ELSE NET_change_in_effectiveness effectiveness units/months The accumulated level of teacher exhaustion and cynicism. This stock increases with workload and decreases with recovery. 5 Change_in_effectiveness effectiveness units Teacher_burnout/Threshold_burnout_for_impact_on_effectiveness effectiveness units/months DELAY(Teacher_stress/Tolerable_stress, 2, 1) dmnl 7 stress units 5 effectiveness units (Workload_effect_on_stress+Behavior_effect)-Admin_support_effect stress units Workload/Tolerance_for_workload_on_stress stress units/months 10 workload units/stress units/months Workload_effect_on_burnout+Effect_of_stress_on_burnout-Effect_of_emotion_regulation_on_burnout burnout units/months (1-Effect_of_supports_on_effectiveness)-(1-Effect_of_burnout_on_teaching_effectiveness) dmnl .5 dmnl 1*Typical_admin_support*Impact_of_burnout_on_admin_support dmnl 1*Typical_emotion_regulation_effectiveness*(1/Teacher_burnout) .1 dmnl 1 Teacher_burnout/Threshold_for_burnout_before_admin_increases_support 7 Reasoning: A higher sensitivity means the same workload results in a faster accumulation of burnout. Polarity Reasoning: If sensitivity increases, burnout accumulation rate increases. A higher sensitivity means the same workload results in a faster accumulation of burnout. If sensitivity increases, burnout accumulation rate increases. Tolerance_for_workload_on_burnout Workload_effect_on_burnout Reasoning: A higher impact factor (due to low efficiency) increases the perceived workload. Polarity Reasoning: If the impact factor increases, perceived workload increases. A higher impact factor (due to low efficiency) increases the perceived workload. If the impact factor increases, perceived workload increases. Impact_of_effectiveness_on_workload Workload Reasoning: The baseline workload per teacher contributes positively to the perceived workload. Polarity Reasoning: If workload per teacher increases, perceived workload increases. The baseline workload per teacher contributes positively to the perceived workload. If workload per teacher increases, perceived workload increases. Workload Workload_effect_on_burnout Teacher_effectiveness_needed_to_help_students_improve Impact_of_teacher_effectiveneness_on_achievement Threshold_burnout_for_impact_on_effectiveness Effect_of_burnout_on_teaching_effectiveness Students_not_meeting_academic_standards Students_improving_academically Students_not_meeting_academic_standards Proportion_of_students_achieving Students_meeting_academic_standards Proportion_of_students_achieving Impact_of_teacher_effectiveneness_on_achievement Students_improving_academically Proportion_of_students_achieving Pressure_to_improve_student_outcomes Student_achievement_standards Pressure_to_improve_student_outcomes Typical_workload Workload Pressure_to_improve_student_outcomes Workload Workload_effect_on_burnout NET_burnout_change Proportion_of_students_achieving Effect_of_student_achievement_on_behaviors Behavior_effect NET_stress_pressure Disruptive_behaviors Behavior_effect Tolerance_for_disruptions Behavior_effect Usual_disruptions_per_month Disruptive_behaviors Effect_of_student_achievement_on_behaviors Disruptive_behaviors Students_meeting_academic_standards Students_falling_behind Students_stagnation_rate Students_falling_behind Reasoning: The recovery rate is proportional to the current level of burnout; the more burned out a teacher is, the higher the absolute rate of recovery (assuming recovery is proportional to the state). Polarity Reasoning: If burnout level increases, the recovery rate increases. The recovery rate is proportional to the current level of burnout; the more burned out a teacher is, the higher the absolute rate of recovery (assuming recovery is proportional to the state). If burnout level increases, the recovery rate increases. Teacher_effectiveness Change_in_effectiveness Teacher_burnout Effect_of_burnout_on_teaching_effectiveness Effect_of_burnout_on_teaching_effectiveness NET_change_in_effectiveness Teacher_effectiveness Impact_of_effectiveness_on_workload Teacher_effectiveness Impact_of_teacher_effectiveneness_on_achievement Teacher_stress Effect_of_stress_on_burnout Tolerable_stress Effect_of_stress_on_burnout Effect_of_stress_on_burnout NET_burnout_change Reference_effectiveness_to_get_things_done Impact_of_effectiveness_on_workload Teacher_stress Change_in_stress Workload Workload_effect_on_stress Workload_effect_on_stress NET_stress_pressure NET_stress_pressure Change_in_stress Tolerance_for_workload_on_stress Workload_effect_on_stress Teacher_burnout Change_in_burnout NET_burnout_change Change_in_burnout NET_change_in_effectiveness Change_in_effectiveness Effect_of_supports_on_effectiveness NET_change_in_effectiveness Admin_support_effect NET_stress_pressure Effect_of_emotion_regulation_on_burnout NET_burnout_change Typical_emotion_regulation_effectiveness Effect_of_emotion_regulation_on_burnout Teacher_burnout Effect_of_emotion_regulation_on_burnout Workload Pressure Behavioral challenges Emotional Exhaustion Typical_admin_support Admin_support_effect Impact_of_burnout_on_admin_support Admin_support_effect Teacher_burnout Impact_of_burnout_on_admin_support Threshold_for_burnout_before_admin_increases_support Impact_of_burnout_on_admin_support Administrative support Pressure to Improve