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Secondary School Teachers teach one or more subjects within a prescribed curriculum to secondary school students and promote students' social, emotional, intellectual and physical development.
Specialisations: Secondary School Teacher-Librarian
Earnings are for full-time workers before tax, excluding superannuation. Earnings are a guide only and can vary greatly.
Likely change in the number of jobs over the next 5 years, based on the Department of Jobs and Small Business projections.
Skill Level is the education or training usually needed to do well in this job. Relevant experience is sometimes viewed just as highly.
Employment Size is the number of people who work in this job in Australia.
An above average unemployment rate shows people who do this job are more likely to be out of work than people who do other jobs.
Full-time workers usually work 35 hours or more a week (in all their jobs combined).
This is a very large occupation employing 133,200 workers. The number of workers has stayed about the same over the past 5 years. Over the next 5 years (to May 2022) the number of workers is expected to grow moderately to 139,000. Around 64,000 job openings are likely over this time from workers leaving and new jobs being created.
A Bachelor Degree or higher is required. Nearly all workers have a university degree. Sometimes relevant experience or on-the-job training is also needed. Registration with the relevant state or territory board of education may be required.
If you are interested in this style of work, there are a wide range of training options available that could lead to this or a similar job. The pathway that is right for you will depend on your skills and interests.
It is a good idea to speak to industry bodies, employers, and workers to learn more about the skills and qualifications you will need.
Employers look for Secondary School Teachers who can communicate and connect with others, who are caring, compassionate and empathetic.
The topics, subjects, or knowledge areas workers rate as most important are shown below.
Teaching and course design.
English language including the meaning and spelling of words, rules of composition, and grammar.
Human behaviour and performance; differences in ability, personality, and interests; learning and motivation; research methods; and the assessment and treatment of behavioural and affective disorders.
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Arithmetic, algebra, geometry, calculus, or statistics.
Skills can be improved through training or experience. The skills workers rate as most important are shown below.
Teaching people how to do something.
Figuring out how to use new ideas or things.
Talking to others.
Listening to others, not interrupting, and asking good questions.
Changing what is done based on other people's actions.
The physical and social abilities workers rate as the most important are shown below.
Listen to and understand what people say.
Communicate by speaking.
Use rules to solve problems.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Identify and understand the speech of another person.
O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.The importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2031.00 - Secondary School Teachers, Except Special and Career/Technical Education.
Learn about the daily activities, and physical and social demands faced by workers. Explore the values and work styles that workers rate as most important.
The work activities workers rate as most important are shown below.
Identifying the educational needs of others, developing training programs or classes, and teaching or instructing others.
Deciding on goals and putting together a detailed plan to get the work done.
Looking for, getting and understanding different kinds of information.
Giving information to supervisors, co-workers, and staff by telephone, in written form, e-mail, or in person.
Identifying the developmental needs of others and coaching, mentoring, or helping others to improve.
The physical and social demands workers face most often are shown below.
How much do you have contact with people (face-to-face, by telephone, or any other way)?
How often do you use electronic mail?
How often do you talk with people face-to-face?
How often do you work indoors with access to heating or cooling?
How often do you have to talk to a group of people?
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
Serve and work with others. Workers usually get along well with each other, do things to help other people, and are rarely pressured to do things that go against their sense of right and wrong.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
Work alone and make decisions. Workers are able to try out their own ideas, make decisions on their own, and work with little or no supervision.
Supportive management that stands behind employees. Workers are treated fairly by their company, they are supported by management, and have supervisors who train them well.
Advancement and the potential to lead. Workers are recognised for the work that they do, they may give directions and instructions to others, and they are looked up to in their company and their community.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Working with people. Helping or providing service to others.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Practical, hands-on work. Often with plants, animals, and materials like wood, tools, and machinery.