Overview
All Early Childhood (Pre-primary School) Teachers
-
$1,488 Weekly Pay
-
Very strong Future Growth
-
47,900 workers Employment Size
-
Very high skill Skill level rating
-
56% Full-Time Full-Time Share
-
42 hours Average full-time
-
40 years Average age
-
98% female Gender Share
Early Childhood (Pre-Primary School) Teachers teach the basics of numeracy, literacy, music, art and literature to early childhood (pre-primary) students and promote students' social, emotional, intellectual and physical development.
Also known as: Kindergarten.
Specialisations: Preschool Director.
You need a bachelor degree in education majoring in early education to work as an Early Childhood Teacher. If you already have a degree in a relevant teaching field you can complete a postgraduate qualification in early education or a diploma approved by the Australian Children's Education & Care Quality Authority.
Tasks
- planning and structuring learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students' development
- providing a variety of experiences and activities to develop motor skills, cooperative social skills, confidence and understanding
- promoting language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups
- observing students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities
- observing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress
- discussing students' progress with parents
- attending parent interviews, and staff and committee meetings
- participating in community and family support programs as appropriate
- supervising student teachers on placement
Prospects
There were 47,900 Early Childhood (Pre-primary School) Teachers in 2020. The number of workers:
- grew very strongly over the past 5 years
- is expected to grow very strongly over the next five years
- is likely to reach 56,200 by 2025.
Source: ABS Labour Force Survey, seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025. The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment Snapshot
- Size: This is a large occupation.
- Location: Early Childhood (Pre-primary School) Teachers work in many regions of Australia.
- Industries: Most work in Education and Training; Health Care and Social Assistance; and Public Administration and Safety.
- Earnings: Full-time workers on an adult wage earn around $1,488 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: More than half work full-time (56%, similar to the average of 66%), but there are many opportunities to work part-time.
- Hours: Full-time workers spend around 42 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 40 years (compared to the average of 40 years).
- Gender: 98% of workers are female (compared to the average of 48%).
Employment Outlook
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025.
Weekly Earnings
Source: Based on ABS Survey of Employee Earnings and Hours (cat. no. 6306.0), May 2018, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
Pathways
You need a bachelor degree in education majoring in early education to work as an Early Childhood Teacher. If you already have a degree in a relevant teaching field you can complete a postgraduate qualification in early education or a diploma approved by the Australian Children's Education & Care Quality Authority.
Registration with the state or territory teaching board is required to teach in schools. In some state or territories registration may be required to teach in the early childhood care sector.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Skills & Knowledge
Employers look for Early Childhood (Pre-primary School) Teachers who are caring, compassionate, empathetic and communicate well in a team.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Skills
Skills can be improved through training or experience.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Speaking
Talking to others.
-
Serving others
Looking for ways to help people.
-
Time management
Managing your own and other peoples' time to get work done.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Writing
Writing things for co-workers or customers.
-
Instructing
Teaching people how to do something.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech recognition
Identify and understand the speech of another person.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Speech clarity
Speak clearly so others can understand you.
-
Categorising
Come up with different ways of grouping things.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Near vision
See details that are up-close (within a few feet).
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Selective attention
Pay attention to something without being distracted.
-
Far vision
See details that are far away.
-
Multitasking
Do two or more things at the same time.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
Activities
These are kinds of activities workers regularly do in this job.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special Education.
Work Environment
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.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Face-to-face discussions
Talk with people face-to-face.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Teamwork
Work with people in a group or team.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Physically close to people
Work physically close to other people.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Lead or coordinate a team
Lead others to do work activities.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Contact with the public
Work with customers or the public.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Conflict situations
Deal with conflict or disagreements.
-
Health and safety of others
Take responsibility for the health and safety of others.
-
Spend time standing
Spend time standing at work.
-
Telephone
Talk on the telephone.
-
Letters and memos
Write letters and memos.
-
Responsible for outcomes
Take responsibility for the results of other people's work.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
-
Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
Relationships
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
Independence
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.
-
Support
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.
-
Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
-
Recognition
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
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Helping
Working with people. Helping or providing service to others.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special Education.
All Early Childhood (Pre-primary School) Teachers
-
$1,488 Weekly Pay
-
Very strong Future Growth
-
47,900 workers Employment Size
-
Very high skill Skill level rating
-
56% Full-Time Full-Time Share
-
42 hours Average full-time
-
40 years Average age
-
98% female Gender Share
Early Childhood (Pre-Primary School) Teachers teach the basics of numeracy, literacy, music, art and literature to early childhood (pre-primary) students and promote students' social, emotional, intellectual and physical development.
Also known as: Kindergarten.
Specialisations: Preschool Director.
You need a bachelor degree in education majoring in early education to work as an Early Childhood Teacher. If you already have a degree in a relevant teaching field you can complete a postgraduate qualification in early education or a diploma approved by the Australian Children's Education & Care Quality Authority.
Tasks
- planning and structuring learning in both indoor and outdoor environments using a variety of materials and equipment to facilitate students' development
- providing a variety of experiences and activities to develop motor skills, cooperative social skills, confidence and understanding
- promoting language development through story telling, role play, songs, rhymes and informal discussions held individually and within groups
- observing students to evaluate progress and to detect signs of ill health, emotional disturbance and other disabilities
- observing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress
- discussing students' progress with parents
- attending parent interviews, and staff and committee meetings
- participating in community and family support programs as appropriate
- supervising student teachers on placement
There were 47,900 Early Childhood (Pre-primary School) Teachers in 2020. The number of workers:
- grew very strongly over the past 5 years
- is expected to grow very strongly over the next five years
- is likely to reach 56,200 by 2025.
Source: ABS Labour Force Survey, seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025. The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment Snapshot
- Size: This is a large occupation.
- Location: Early Childhood (Pre-primary School) Teachers work in many regions of Australia.
- Industries: Most work in Education and Training; Health Care and Social Assistance; and Public Administration and Safety.
- Earnings: Full-time workers on an adult wage earn around $1,488 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: More than half work full-time (56%, similar to the average of 66%), but there are many opportunities to work part-time.
- Hours: Full-time workers spend around 42 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 40 years (compared to the average of 40 years).
- Gender: 98% of workers are female (compared to the average of 48%).
Employment Outlook
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2020 and National Skills Commission Employment Projections to 2025.
Weekly Earnings
Source: Based on ABS Survey of Employee Earnings and Hours (cat. no. 6306.0), May 2018, Customised Report. Median weekly total cash earnings for full-time non-managerial employees paid at the adult rate. Earnings are before tax and include amounts salary sacrificed. Earnings can vary greatly depending on the skills and experience of the worker and the demands of the role. These figures should be used as a guide only, not to determine a wage rate.
Main Industries
Source: Based on ABS Census 2016, Customised Report. Industries are based on the Australian and New Zealand Standard Industrial Classification (ANZSIC 06).
States and Territories
NSW
VIC
QLD
SA
WA
TAS
NT
ACT
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian States and Territories, in this job compared to the all jobs average.
Age Profile
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education Level
Source: ABS Census 2016, Customised Report. Highest qualification completed by workers in this job (in any field of study). Qualifications needed by new workers might be different from the qualifications of workers already in the job.
You need a bachelor degree in education majoring in early education to work as an Early Childhood Teacher. If you already have a degree in a relevant teaching field you can complete a postgraduate qualification in early education or a diploma approved by the Australian Children's Education & Care Quality Authority.
Registration with the state or territory teaching board is required to teach in schools. In some state or territories registration may be required to teach in the early childhood care sector.
Before starting a course, check it will provide you with the skills and qualifications you need. Visit
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Employers look for Early Childhood (Pre-primary School) Teachers who are caring, compassionate, empathetic and communicate well in a team.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Transportation
Moving people or goods by air, rail, sea, or road.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Skills
Skills can be improved through training or experience.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Speaking
Talking to others.
-
Serving others
Looking for ways to help people.
-
Time management
Managing your own and other peoples' time to get work done.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Writing
Writing things for co-workers or customers.
-
Instructing
Teaching people how to do something.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Systems analysis
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
Abilities
Workers use these physical and mental abilities.
-
Oral comprehension
Listen to and understand what people say.
-
Oral expression
Communicate by speaking.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech recognition
Identify and understand the speech of another person.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Speech clarity
Speak clearly so others can understand you.
-
Categorising
Come up with different ways of grouping things.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Near vision
See details that are up-close (within a few feet).
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Selective attention
Pay attention to something without being distracted.
-
Far vision
See details that are far away.
-
Multitasking
Do two or more things at the same time.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Colour discrimination
Notice differences between colours, including shades of colour and brightness.
Activities
These are kinds of activities workers regularly do in this job.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Checking for errors or defects
Inspecting equipment, structures, or materials for errors, problems or defects.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special 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.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Face-to-face discussions
Talk with people face-to-face.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Teamwork
Work with people in a group or team.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Physically close to people
Work physically close to other people.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Lead or coordinate a team
Lead others to do work activities.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Contact with the public
Work with customers or the public.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
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Conflict situations
Deal with conflict or disagreements.
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Health and safety of others
Take responsibility for the health and safety of others.
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Spend time standing
Spend time standing at work.
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Telephone
Talk on the telephone.
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Letters and memos
Write letters and memos.
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Responsible for outcomes
Take responsibility for the results of other people's work.
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Time pressure
Work to strict deadlines.
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Being exact or accurate
Be very exact or highly accurate.
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Loud or uncomfortable sounds
Be exposed to noises and sounds that are distracting or uncomfortable.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
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Relationships
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.
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Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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Independence
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.
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Support
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.
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Working conditions
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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Recognition
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
Interests are the style or type of work we prefer to do. All interest areas are shown below.
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Helping
Working with people. Helping or providing service to others.
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Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
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Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
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Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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Practical
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.

O*NET is a trademark of the U.S. Department of Labor, Employment and Training Administration.
The skills and importance ratings on this page are derived from the US Department of Labor O*NET Database Version 21.2, 25-2011.00 - Preschool Teachers, Except Special Education.