Overview
All School Principals
-
Unavailable Weekly Pay
-
Strong Future Growth
-
25,100 workers Employment Size
-
Very high skill Skill level rating
-
96% Full-Time Full-Time Share
-
53 hours Average full-time
-
50 years Average age
-
60% female Gender Share
School Principals plan, organise, direct, control and coordinate the educational and administrative aspects of primary, middle or intermediate, and secondary schools including physical and human resources.
Also known as: Headmaster or Headmistress.
Specialisations: Middle or Intermediate School Principal, Primary School Principal, Secondary School Principal.
You usually need a university qualification in teaching and teaching experience to work as a School Principal.
Tasks
- determining educational programs based on curricula set by educational authorities
- implementing systems and procedures to monitor school performance and student enrolments
- directing administrative and clerical activities concerning student admissions and educational services
- preparing school budgets and maintaining budgetary controls
- promoting the educational program, and representing schools in the wider community
- supervising the maintenance of school facilities
- enforcing a disciplinary code to create a safe and conducive environment for students and teachers
- organising and implementing methods of raising additional funds in conjunction with parent groups
- controlling selection, training and supervision of staff
- may teach students
Prospects
The number of people working as School Principals (in their main job) grew strongly over 5 years:
from 22,300 in 2014 to 25,100 in 2019.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a medium sized occupation.
- Location: School Principals work in many regions of Australia.
- Industries: Most work in the Education and Training industry.
- Full-time: Most work full-time (96%, much higher than the average of 66%).
- Hours: Full-time workers spend around 53 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 50 years (compared to the average of 40 years). Many workers are 45 years or older (68%).
- Gender: 60% of workers are female (compared to the average of 48%).
Employment Outlook
Caution: The 2019 employment projections do not take account of any impact caused by the COVID-19 pandemic and are therefore no longer reflective of current labour market conditions. As such, they should be used, and interpreted, with extreme caution. Source: ABS Labour Force Survey, National Skills Commission trend data to May 2019 and projections to 2024.
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 usually need a university qualification in teaching and teaching experience to work as a School Principal.
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 School Principals who can communicate clearly with a diverse range of people, and provide leadership, direction and planning.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
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.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Writing
Writing things for co-workers or customers.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Time management
Managing your own and other peoples' time to get work done.
-
Instructing
Teaching people how to do something.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Mathematics
Using maths to solve problems.
Abilities
Workers use these physical and mental abilities.
-
Oral expression
Communicate by speaking.
-
Oral comprehension
Listen to and understand what people say.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Written expression
Write in a way that people can understand.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Written comprehension
Read and understand written information.
-
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.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Near vision
See details that are up-close (within a few feet).
-
Categorising
Come up with different ways of grouping things.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Mathematics
Choose the right maths method or formula to solve a problem.
-
Far vision
See details that are far away.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Selective attention
Pay attention to something without being distracted.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Multitasking
Do two or more things at the same time.
Activities
These are kinds of activities workers regularly do in this job.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process 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, 11-9032.00 - Education Administrators, Elementary and Secondary School.
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.
-
Telephone
Talk on the telephone.
-
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.
-
Electronic mail
Use electronic mail.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Contact with the public
Work with customers or the public.
-
Lead or coordinate a team
Lead others to do work activities.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Health and safety of others
Take responsibility for the health and safety of others.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Responsible for outcomes
Take responsibility for the results of other people's work.
-
Conflict situations
Deal with conflict or disagreements.
-
Letters and memos
Write letters and memos.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Public speaking
Talk to a group of people.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
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.
-
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
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.
-
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Helping
Working with people. Helping or providing service to others.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
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, 11-9032.00 - Education Administrators, Elementary and Secondary School.
All School Principals
-
Unavailable Weekly Pay
-
Strong Future Growth
-
25,100 workers Employment Size
-
Very high skill Skill level rating
-
96% Full-Time Full-Time Share
-
53 hours Average full-time
-
50 years Average age
-
60% female Gender Share
School Principals plan, organise, direct, control and coordinate the educational and administrative aspects of primary, middle or intermediate, and secondary schools including physical and human resources.
Also known as: Headmaster or Headmistress.
Specialisations: Middle or Intermediate School Principal, Primary School Principal, Secondary School Principal.
You usually need a university qualification in teaching and teaching experience to work as a School Principal.
Tasks
- determining educational programs based on curricula set by educational authorities
- implementing systems and procedures to monitor school performance and student enrolments
- directing administrative and clerical activities concerning student admissions and educational services
- preparing school budgets and maintaining budgetary controls
- promoting the educational program, and representing schools in the wider community
- supervising the maintenance of school facilities
- enforcing a disciplinary code to create a safe and conducive environment for students and teachers
- organising and implementing methods of raising additional funds in conjunction with parent groups
- controlling selection, training and supervision of staff
- may teach students
The number of people working as School Principals (in their main job) grew strongly over 5 years:
from 22,300 in 2014 to 25,100 in 2019.
Caution: The Australian jobs market is changing in response to the COVID-19 pandemic. These estimates do not take account of the impact of COVID-19. They may not reflect the current jobs market and should be used and interpreted with extreme caution.
- Size: This is a medium sized occupation.
- Location: School Principals work in many regions of Australia.
- Industries: Most work in the Education and Training industry.
- Full-time: Most work full-time (96%, much higher than the average of 66%).
- Hours: Full-time workers spend around 53 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 50 years (compared to the average of 40 years). Many workers are 45 years or older (68%).
- Gender: 60% of workers are female (compared to the average of 48%).
Employment Outlook
Caution: The 2019 employment projections do not take account of any impact caused by the COVID-19 pandemic and are therefore no longer reflective of current labour market conditions. As such, they should be used, and interpreted, with extreme caution. Source: ABS Labour Force Survey, National Skills Commission trend data to May 2019 and projections to 2024.
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 usually need a university qualification in teaching and teaching experience to work as a School Principal.
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 School Principals who can communicate clearly with a diverse range of people, and provide leadership, direction and planning.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Psychology
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
-
Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
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.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
-
Writing
Writing things for co-workers or customers.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Social perceptiveness
Understanding why people react the way they do.
-
Time management
Managing your own and other peoples' time to get work done.
-
Instructing
Teaching people how to do something.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Serving others
Looking for ways to help people.
-
Mathematics
Using maths to solve problems.
Abilities
Workers use these physical and mental abilities.
-
Oral expression
Communicate by speaking.
-
Oral comprehension
Listen to and understand what people say.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Written expression
Write in a way that people can understand.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Written comprehension
Read and understand written information.
-
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.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Speech clarity
Speak clearly so others can understand you.
-
Near vision
See details that are up-close (within a few feet).
-
Categorising
Come up with different ways of grouping things.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Mathematics
Choose the right maths method or formula to solve a problem.
-
Far vision
See details that are far away.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Selective attention
Pay attention to something without being distracted.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Multitasking
Do two or more things at the same time.
Activities
These are kinds of activities workers regularly do in this job.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
-
Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process 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, 11-9032.00 - Education Administrators, Elementary and Secondary School.
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.
-
Telephone
Talk on the telephone.
-
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.
-
Electronic mail
Use electronic mail.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Contact with the public
Work with customers or the public.
-
Lead or coordinate a team
Lead others to do work activities.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Health and safety of others
Take responsibility for the health and safety of others.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Responsible for outcomes
Take responsibility for the results of other people's work.
-
Conflict situations
Deal with conflict or disagreements.
-
Letters and memos
Write letters and memos.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Public speaking
Talk to a group of people.
Values
Work values are important to a person’s feeling of satisfaction. All six values are shown below.
-
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.
-
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.
-
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.
-
Achievement
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
-
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.
-
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.
Interests
Interests are the style or type of work we prefer to do. All interest areas are shown below.
-
Enterprising
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
-
Helping
Working with people. Helping or providing service to others.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
-
Creative
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
-
Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
-
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, 11-9032.00 - Education Administrators, Elementary and Secondary School.