Overview
All Secondary School Teachers
-
$1,914 Weekly Pay
-
Moderate Future Growth
-
148,300 workers Employment Size
-
Very high skill Skill level rating
-
76% Full-Time Full-Time Share
-
46 hours Average full-time
-
43 years Average age
-
62% female Gender Share
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.
You need a bachelor degree in education majoring in secondary education to work as a Secondary School Teacher. If you already have a degree in a relevant field you can complete a postgraduate qualification in secondary education to become a Secondary School Teacher.
Tasks
- presenting prescribed curriculum using a range of teaching techniques and materials
- developing students' interests, abilities and coordination by way of creative activities
- guiding discussions and supervising work in class
- preparing, administering and marking tests, projects and assignments to evaluate students' progress and recording the results
- discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors and senior teachers
- maintaining discipline in classrooms and other school areas
- participating in staff meetings, educational conferences and workshops
- liaising with parent, community and business groups
- maintaining class and scholastic records
- performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest programs
- supervising student teachers on placement
Prospects
There were 148,300 Secondary School Teachers in 2020. The number of workers:
- grew strongly over the past 5 years
- is expected to grow over the next five years
- is likely to reach 157,500 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 very large occupation.
- Location: Secondary School Teachers work in many regions of Australia.
- Industries: Most work in the Education and Training industry.
- Earnings: Full-time workers on an adult wage earn around $1,914 per week (very high compared to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Many work full-time (76%, higher than the average of 66%).
- Hours: Full-time workers spend around 46 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 43 years (compared to the average of 40 years).
- Gender: 62% 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 secondary education to work as a Secondary School Teacher. If you already have a degree in a relevant field you can complete a postgraduate qualification in secondary education to become a Secondary School Teacher.
Registration or licencing is required.
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 Secondary School Teachers who can communicate and connect with others, who are caring, compassionate and empathetic.
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.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
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.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Transportation
Moving people or goods by air, rail, sea, or road.
Skills
Skills can be improved through training or experience.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Instructing
Teaching people how to do something.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Social perceptiveness
Understanding why people react the way they do.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Serving others
Looking for ways to help people.
-
Time management
Managing your own and other peoples' time to get work done.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
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.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Mathematics
Using maths to solve problems.
Abilities
Workers use these physical and mental abilities.
-
Oral expression
Communicate by speaking.
-
Speech clarity
Speak clearly so others can understand you.
-
Oral comprehension
Listen to and understand what people say.
-
Speech recognition
Identify and understand the speech of another person.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Near vision
See details that are up-close (within a few feet).
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Written comprehension
Read and understand written information.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
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.
-
Far vision
See details that are far away.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Categorising
Come up with different ways of grouping things.
-
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.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Mathematics
Choose the right maths method or formula to solve a problem.
Activities
These are kinds of activities workers regularly do in this job.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
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.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Communicating within a team
Giving information to co-workers 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.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
-
Providing office support
Doing day-to-day office work such as filing and processing paperwork.

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, 25-2031.00 - Secondary School Teachers, Except Special and Career/Technical 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.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Electronic mail
Use electronic mail.
-
Face-to-face discussions
Talk with people face-to-face.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Public speaking
Talk to a group of people.
-
Lead or coordinate a team
Lead others to do work activities.
-
Teamwork
Work with people in a group or team.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Conflict situations
Deal with conflict or disagreements.
-
Spend time standing
Spend time standing at work.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Telephone
Talk on the telephone.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Physically close to people
Work physically close to other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Letters and memos
Write letters and memos.
-
Contact with the public
Work with customers or the public.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
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.
-
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.
-
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.
-
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.
-
Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually 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, 25-2031.00 - Secondary School Teachers, Except Special and Career/Technical Education.
All Secondary School Teachers
-
$1,914 Weekly Pay
-
Moderate Future Growth
-
148,300 workers Employment Size
-
Very high skill Skill level rating
-
76% Full-Time Full-Time Share
-
46 hours Average full-time
-
43 years Average age
-
62% female Gender Share
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.
You need a bachelor degree in education majoring in secondary education to work as a Secondary School Teacher. If you already have a degree in a relevant field you can complete a postgraduate qualification in secondary education to become a Secondary School Teacher.
Tasks
- presenting prescribed curriculum using a range of teaching techniques and materials
- developing students' interests, abilities and coordination by way of creative activities
- guiding discussions and supervising work in class
- preparing, administering and marking tests, projects and assignments to evaluate students' progress and recording the results
- discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors and senior teachers
- maintaining discipline in classrooms and other school areas
- participating in staff meetings, educational conferences and workshops
- liaising with parent, community and business groups
- maintaining class and scholastic records
- performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest programs
- supervising student teachers on placement
There were 148,300 Secondary School Teachers in 2020. The number of workers:
- grew strongly over the past 5 years
- is expected to grow over the next five years
- is likely to reach 157,500 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 very large occupation.
- Location: Secondary School Teachers work in many regions of Australia.
- Industries: Most work in the Education and Training industry.
- Earnings: Full-time workers on an adult wage earn around $1,914 per week (very high compared to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Many work full-time (76%, higher than the average of 66%).
- Hours: Full-time workers spend around 46 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 43 years (compared to the average of 40 years).
- Gender: 62% 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 secondary education to work as a Secondary School Teacher. If you already have a degree in a relevant field you can complete a postgraduate qualification in secondary education to become a Secondary School Teacher.
Registration or licencing is required.
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 Secondary School Teachers who can communicate and connect with others, who are caring, compassionate and empathetic.
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.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
-
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.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Telecommunications
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
-
Transportation
Moving people or goods by air, rail, sea, or road.
Skills
Skills can be improved through training or experience.
-
Learning strategies
Figuring out the best way to teach or learn something new.
-
Speaking
Talking to others.
-
Reading comprehension
Reading work related information.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Monitoring
Keeping track of how well work is progressing so you can make changes or improvements.
-
Writing
Writing things for co-workers or customers.
-
Instructing
Teaching people how to do something.
-
Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
-
Social perceptiveness
Understanding why people react the way they do.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Serving others
Looking for ways to help people.
-
Time management
Managing your own and other peoples' time to get work done.
-
Systems evaluation
Measuring how well a system is working and how to improve it.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
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.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
Mathematics
Using maths to solve problems.
Abilities
Workers use these physical and mental abilities.
-
Oral expression
Communicate by speaking.
-
Speech clarity
Speak clearly so others can understand you.
-
Oral comprehension
Listen to and understand what people say.
-
Speech recognition
Identify and understand the speech of another person.
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Near vision
See details that are up-close (within a few feet).
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Written comprehension
Read and understand written information.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
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.
-
Far vision
See details that are far away.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Categorising
Come up with different ways of grouping things.
-
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.
-
Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
-
Mathematics
Choose the right maths method or formula to solve a problem.
Activities
These are kinds of activities workers regularly do in this job.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
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.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Communicating within a team
Giving information to co-workers 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.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Researching and investigating
Looking for, getting and understanding different kinds of information.
-
Coordinating the work of a team
Getting members of a group to work together to finish a task.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
-
Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
-
Providing office support
Doing day-to-day office work such as filing and processing paperwork.

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, 25-2031.00 - 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.
Filter Work Environment
Demands
The physical and social demands workers face most often are shown below.
-
Contact with people
Have contact with people by telephone, face-to-face, or any other way.
-
Electronic mail
Use electronic mail.
-
Face-to-face discussions
Talk with people face-to-face.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Public speaking
Talk to a group of people.
-
Lead or coordinate a team
Lead others to do work activities.
-
Teamwork
Work with people in a group or team.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Conflict situations
Deal with conflict or disagreements.
-
Spend time standing
Spend time standing at work.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Telephone
Talk on the telephone.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Physically close to people
Work physically close to other people.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Letters and memos
Write letters and memos.
-
Contact with the public
Work with customers or the public.
-
Time pressure
Work to strict deadlines.
-
Being exact or accurate
Be very exact or highly accurate.
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.
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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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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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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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Administrative
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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Analytical
Ideas and thinking. Searching for facts and figuring out problems in your head.
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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, 25-2031.00 - Secondary School Teachers, Except Special and Career/Technical Education.