Secondary School Teachers, Except Special and Career/Technical Education
25-2031.00
Updated 2025

Teach one or more subjects to students at the secondary school level.

Sample of reported job titles: Art Teacher, English Teacher, Math Teacher (Mathematics Teacher), Music Teacher, PE Teacher (Physical Education Teacher), Science Teacher, Secondary Teacher, Social Studies Teacher, Spanish Teacher, Teacher

Occupation-Specific Information

Tasks

  • Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.
  • Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
  • Establish and enforce rules for behavior and procedures for maintaining order among students.
  • Prepare materials and classrooms for class activities.
  • Adapt teaching methods and instructional materials to meet students' varying needs and interests.
  • Prepare, administer, and grade tests and assignments to evaluate students' progress.
  • Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.
  • Observe and evaluate students' performance, behavior, social development, and physical health.
  • Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.
  • Guide and counsel students with adjustments, academic problems, or special academic interests.
  • Use computers, audio-visual aids, and other equipment and materials to supplement presentations.
  • Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.
  • Assign and grade class work and homework.
  • Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.
  • Enforce all administration policies and rules governing students.
  • Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.
  • Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.
  • Prepare and implement remedial programs for students requiring extra help.
  • Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities such as restrooms.
  • Meet with other professionals to discuss individual students' needs and progress.
  • Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.
  • Prepare reports on students and activities as required by administration.
  • Instruct and monitor students in the use of equipment and materials to prevent injuries and damage.
  • Collaborate with other teachers and administrators in the development, evaluation, and revision of secondary school programs.
  • Prepare for assigned classes, and show written evidence of preparation upon request of immediate supervisors.
  • Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.
  • Plan and supervise class projects, field trips, visits by guest speakers, or other experiential activities, and guide students in learning from those activities.
  • Attend staff meetings and serve on committees, as required.
  • Sponsor extracurricular activities, such as clubs, student organizations, and academic contests.
  • Administer standardized ability and achievement tests, and interpret results to determine students' strengths and needs.
  • Select, store, order, issue, and inventory classroom equipment, materials, and supplies.
  • Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading.
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Technology Skills

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Occupational Requirements

Work Activities

  • Training and Teaching Others — Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
  • Coaching and Developing Others — Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
  • Establishing and Maintaining Interpersonal Relationships — Developing constructive and cooperative working relationships with others, and maintaining them over time.
  • Making Decisions and Solving Problems — Analyzing information and evaluating results to choose the best solution and solve problems.
  • Developing Objectives and Strategies — Establishing long-range objectives and specifying the strategies and actions to achieve them.
  • Communicating with Supervisors, Peers, or Subordinates — Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
  • Working with Computers — Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
  • Organizing, Planning, and Prioritizing Work — Developing specific goals and plans to prioritize, organize, and accomplish your work.
  • Getting Information — Observing, receiving, and otherwise obtaining information from all relevant sources.
  • Thinking Creatively — Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
  • Updating and Using Relevant Knowledge — Keeping up-to-date technically and applying new knowledge to your job.
  • Assisting and Caring for Others — Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
  • Resolving Conflicts and Negotiating with Others — Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
  • Coordinating the Work and Activities of Others — Getting members of a group to work together to accomplish tasks.
  • Processing Information — Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
  • Scheduling Work and Activities — Scheduling events, programs, and activities, as well as the work of others.
  • Documenting/Recording Information — Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
  • Identifying Objects, Actions, and Events — Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
  • Evaluating Information to Determine Compliance with Standards — Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards.
  • Developing and Building Teams — Encouraging and building mutual trust, respect, and cooperation among team members.
  • Analyzing Data or Information — Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
  • Interpreting the Meaning of Information for Others — Translating or explaining what information means and how it can be used.
  • Monitoring Processes, Materials, or Surroundings — Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
  • Guiding, Directing, and Motivating Subordinates — Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.
  • Performing Administrative Activities — Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
  • Performing for or Working Directly with the Public — Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests.
  • Communicating with People Outside the Organization — Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail.
  • Providing Consultation and Advice to Others — Providing guidance and expert advice to management or other groups on technical, systems-, or process-related topics.
  • Judging the Qualities of Objects, Services, or People — Assessing the value, importance, or quality of things or people.

Detailed Work Activities

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Work Context

  • E-Mail — 98% responded “Every day.”
  • Contact With Others — 79% responded “Constant contact with others.”
  • Face-to-Face Discussions with Individuals and Within Teams — 78% responded “Every day.”
  • Indoors, Environmentally Controlled — 82% responded “Every day.”
  • Public Speaking — 72% responded “Every day.”
  • Freedom to Make Decisions — 50% responded “A lot of freedom.”
  • Work With or Contribute to a Work Group or Team — 52% responded “Extremely important.”
  • Physical Proximity — 54% responded “Moderately close (at arm's length).”
  • Coordinate or Lead Others in Accomplishing Work Activities — 53% responded “Extremely important.”
  • Determine Tasks, Priorities and Goals — 40% responded “A lot of freedom.”
  • Duration of Typical Work Week — 56% responded “More than 40 hours.”
  • Exposed to Sounds, Noise Levels that are Distracting or Uncomfortable — 46% responded “Every day.”
  • Frequency of Decision Making — 41% responded “Every day.”
  • Telephone Conversations — 34% responded “Once a week or more but not every day.”
  • Impact of Decisions on Co-workers or Company Results — 41% responded “Moderate results.”
  • Conflict Situations — 30% responded “Once a week or more but not every day.”
  • Dealing With Unpleasant, Angry, or Discourteous People — 33% responded “Once a month or more but not every week.”
  • Deal With External Customers or the Public in General — 27% responded “Extremely important.”
  • Health and Safety of Other Workers — 31% responded “High responsibility.”
  • Spend Time Standing — 52% responded “About half the time.”
  • Time Pressure — 51% responded “Once a month or more but not every week.”
  • Importance of Being Exact or Accurate — 44% responded “Important.”
  • Work Outcomes and Results of Other Workers — 38% responded “Limited responsibility.”
  • Spend Time Sitting — 46% responded “About half the time.”

Experience Requirements

Job Zone

Title
Job Zone Four: Considerable Preparation Needed
Education
Most of these occupations require a four-year bachelor's degree, but some do not.
Related Experience
A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Job Training
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Job Zone Examples
Many of these occupations involve coordinating, supervising, managing, or training others. Examples include real estate brokers, sales managers, database administrators, graphic designers, conservation scientists, art directors, and cost estimators.
SVP Range
(7.0 to < 8.0)

Training & Credentials

State training
Local training
Certifications
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State licenses

Apprenticeship Opportunities

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Worker Requirements

Skills

  • Instructing — Teaching others how to do something.
  • Active Listening — Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
  • Learning Strategies — Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
  • Reading Comprehension — Understanding written sentences and paragraphs in work-related documents.
  • Speaking — Talking to others to convey information effectively.
  • Critical Thinking — Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
  • Monitoring — Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
  • Social Perceptiveness — Being aware of others' reactions and understanding why they react as they do.
  • Active Learning — Understanding the implications of new information for both current and future problem-solving and decision-making.
  • Coordination — Adjusting actions in relation to others' actions.
  • Judgment and Decision Making — Considering the relative costs and benefits of potential actions to choose the most appropriate one.
  • Writing — Communicating effectively in writing as appropriate for the needs of the audience.
  • Complex Problem Solving — Identifying complex problems and reviewing related information to develop and evaluate options and implement solutions.
  • Time Management — Managing one's own time and the time of others.
  • Negotiation — Bringing others together and trying to reconcile differences.
  • Persuasion — Persuading others to change their minds or behavior.
  • Service Orientation — Actively looking for ways to help people.
  • Systems Analysis — Determining how a system should work and how changes in conditions, operations, and the environment will affect outcomes.
  • Systems Evaluation — Identifying measures or indicators of system performance and the actions needed to improve or correct performance, relative to the goals of the system.

Knowledge

  • Education and Training — Knowledge of principles and methods for curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
  • English Language — Knowledge of the structure and content of the English language including the meaning and spelling of words, and rules of composition and grammar.
  • Customer and Personal Service — Knowledge of principles and processes for providing customer and personal services. This includes customer needs assessment, meeting quality standards for services, and evaluation of customer satisfaction.
  • Computers and Electronics — Knowledge of circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
  • Psychology — Knowledge of human behavior and performance; individual differences in ability, personality, and interests; learning and motivation; psychological research methods; and the assessment and treatment of behavioral and affective disorders.
  • Sociology and Anthropology — Knowledge of group behavior and dynamics, societal trends and influences, human migrations, ethnicity, cultures, and their history and origins.
  • History and Archeology — Knowledge of historical events and their causes, indicators, and effects on civilizations and cultures.

Education

How much education does a new hire need to perform a job in this occupation? Respondents said:

  • 77%
     
    Bachelor’s degree required
  • 8%
     
    Post-baccalaureate certificate required
  • 8%
     
    Post-master’s certificate required

Worker Characteristics

Abilities

  • Oral Expression — The ability to communicate information and ideas in speaking so others will understand.
  • Oral Comprehension — The ability to listen to and understand information and ideas presented through spoken words and sentences.
  • Speech Clarity — The ability to speak clearly so others can understand you.
  • Speech Recognition — The ability to identify and understand the speech of another person.
  • Written Comprehension — The ability to read and understand information and ideas presented in writing.
  • Written Expression — The ability to communicate information and ideas in writing so others will understand.
  • Deductive Reasoning — The ability to apply general rules to specific problems to produce answers that make sense.
  • Near Vision — The ability to see details at close range (within a few feet of the observer).
  • Inductive Reasoning — The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
  • Problem Sensitivity — The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
  • Information Ordering — The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
  • Fluency of Ideas — The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
  • Originality — The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
  • Category Flexibility — The ability to generate or use different sets of rules for combining or grouping things in different ways.
  • Far Vision — The ability to see details at a distance.
  • Mathematical Reasoning — The ability to choose the right mathematical methods or formulas to solve a problem.
  • Selective Attention — The ability to concentrate on a task over a period of time without being distracted.

Interests

Interest code: S
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  • Social — Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities.

Work Styles

  • Optimism — A tendency to exhibit a positive attitude and positive emotions at work, even under difficult circumstances.
  • Sincerity — A tendency to be genuine and sincere in interactions with others at work, without concern for personal gain or self-interest.
  • Perseverance — A tendency to exhibit determination and resolve to perform or complete tasks in the face of difficult circumstances or obstacles at work.
  • Adaptability — A tendency to be open to and comfortable with change, new experiences, or ideas at work.
  • Empathy — A tendency to show concern for others and be sensitive to others' needs and feelings at work.
  • Stress Tolerance — A tendency to cope and function effectively in stressful situations at work.
  • Self-Control — A tendency to remain calm and composed and to manage emotions effectively in response to criticism or difficult situations at work.
  • Social Orientation — A tendency to seek out, enjoy, and be energized by social interaction at work.
  • Achievement Orientation — A tendency to establish and maintain personally challenging work-related goals, set high work-related standards, and exert high effort toward meeting those goals and standards.
  • Cooperation — A tendency to be pleasant, helpful, and willing to assist others at work.

Workforce Characteristics

Wages & Employment Trends

Median wages (2024)
$64,580 annual
State wages
Local wages
Employment (2024)
1,094,500 employees
Projected growth (2024-2034)
Decline (-1% or lower)
Projected job openings (2024-2034)
66,200
State trends
Top industries (2024)

Source: Bureau of Labor Statistics 2024 wage data and 2024-2034 employment projections . “Projected growth” represents the estimated change in total employment over the projections period (2024-2034). “Projected job openings” represent openings due to growth and replacement.

Job Openings on the Web

State job openings
Local job openings

More Information

Professional Associations

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National Associations
Accreditation, Certification, & Unions