Overview
All Teachers of English to Speakers of Other Languages
-
$1,402 Weekly Pay
-
Stable Future Growth
-
5,900 workers Employment Size
-
Very high skill Skill level rating
-
37% Full-Time Full-Time Share
-
41 hours Average full-time
-
49 years Average age
-
76% female Gender Share
Teachers of English to Speakers of other Languages teach classes in English to students whose first language is a language other than English.
Also known as: English as a Second Language Teacher.
You need a bachelor or postgraduate degree in education majoring in English as a second language to work as a Teacher of English to Speakers of Other Languages.
Tasks
- assessing the extent of language difficulties in students for whom English is a second language
- teaching students individually and in small groups out of the regular classroom, and assisting students within normal classroom settings
- teaching students English language skills using a variety of methods including lecture and visual demonstration
- providing assistance to other classroom teachers by designing special teaching programs for students with English language difficulties
- designing and producing teaching materials and adapting existing materials
- preparing course outlines and goals
- assigning lessons, correcting homework, and preparing and grading exams
- analysing, recording and reporting progress to regular classroom teachers, parents and students
Prospects
The number of people working as Teachers of English to Speakers of Other Languages (in their main job) grew very strongly over 5 years:
from 3,000 in 2014 to 5,900 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 small occupation.
- Location: Teachers of English to Speakers of Other Languages 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 $1,402 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Less than half work full-time (37%, less than the average of 66%), showing there are many opportunities to work part-time.
- Hours: Full-time workers spend around 41 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 49 years (compared to the average of 40 years). Many workers are 45 years or older (61%).
- Gender: 76% 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.
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 or postgraduate degree in education majoring in English as a second language to work as a Teacher of English to Speakers of Other Languages.
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 Teachers of English to Speakers of Other Languages who can communicate clearly with people from diverse backgrounds, are caring and empathetic and can work well in a team.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
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.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
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.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Instructing
Teaching people how to do something.
-
Writing
Writing things for co-workers or customers.
-
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.
-
Speaking
Talking to others.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Social perceptiveness
Understanding why people react the way they do.
-
Time management
Managing your own and other peoples' time to get work done.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Serving others
Looking for ways to help people.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
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.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Mathematics
Using maths to solve problems.
-
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.
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Speech clarity
Speak clearly so others can understand you.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Speech recognition
Identify and understand the speech of another person.
-
Near vision
See details that are up-close (within a few feet).
-
Categorising
Come up with different ways of grouping things.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Multitasking
Do two or more things at the same time.
-
Selective attention
Pay attention to something without being distracted.
-
Mathematics
Choose the right maths method or formula to solve a problem.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Activities
These are kinds of activities workers regularly do in this job.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Explaining things to people
Helping people to understand and use information.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
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.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
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, 25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors.
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.
-
Lead or coordinate a team
Lead others to do work activities.
-
Electronic mail
Use electronic mail.
-
Teamwork
Work with people in a group or team.
-
Face-to-face discussions
Talk with people face-to-face.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Public speaking
Talk to a group of people.
-
Physically close to people
Work physically close to other people.
-
Being exact or accurate
Be very exact or highly accurate.
-
Telephone
Talk on the telephone.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Contact with the public
Work with customers or the public.
-
Letters and memos
Write letters and memos.
-
Conflict situations
Deal with conflict or disagreements.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Time pressure
Work to strict deadlines.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
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.
-
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.
-
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.
-
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.
-
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, 25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors.
All Teachers of English to Speakers of Other Languages
-
$1,402 Weekly Pay
-
Stable Future Growth
-
5,900 workers Employment Size
-
Very high skill Skill level rating
-
37% Full-Time Full-Time Share
-
41 hours Average full-time
-
49 years Average age
-
76% female Gender Share
Teachers of English to Speakers of other Languages teach classes in English to students whose first language is a language other than English.
Also known as: English as a Second Language Teacher.
You need a bachelor or postgraduate degree in education majoring in English as a second language to work as a Teacher of English to Speakers of Other Languages.
Tasks
- assessing the extent of language difficulties in students for whom English is a second language
- teaching students individually and in small groups out of the regular classroom, and assisting students within normal classroom settings
- teaching students English language skills using a variety of methods including lecture and visual demonstration
- providing assistance to other classroom teachers by designing special teaching programs for students with English language difficulties
- designing and producing teaching materials and adapting existing materials
- preparing course outlines and goals
- assigning lessons, correcting homework, and preparing and grading exams
- analysing, recording and reporting progress to regular classroom teachers, parents and students
The number of people working as Teachers of English to Speakers of Other Languages (in their main job) grew very strongly over 5 years:
from 3,000 in 2014 to 5,900 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 small occupation.
- Location: Teachers of English to Speakers of Other Languages 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 $1,402 per week (similar to the average of $1,460). Earnings tend to be lower when starting out and higher as experience grows.
- Full-time: Less than half work full-time (37%, less than the average of 66%), showing there are many opportunities to work part-time.
- Hours: Full-time workers spend around 41 hours per week at work (compared to the average of 44 hours).
- Age: The average age is 49 years (compared to the average of 40 years). Many workers are 45 years or older (61%).
- Gender: 76% 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.
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 or postgraduate degree in education majoring in English as a second language to work as a Teacher of English to Speakers of Other Languages.
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 Teachers of English to Speakers of Other Languages who can communicate clearly with people from diverse backgrounds, are caring and empathetic and can work well in a team.
Filter Skills & Knowledge
Knowledge
These are important topics, subjects or knowledge areas.
-
English language
English language including the meaning and spelling of words, rules of composition, and grammar.
-
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.
-
Mathematics
Arithmetic, algebra, geometry, calculus, or statistics.
-
Clerical
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
-
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.
-
Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
-
Geography
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
-
History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
-
Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
-
Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
-
Foreign language
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
-
Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
-
Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
-
Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
-
Law and government
How our laws and courts work. Government rules and regulations, and the political system.
-
Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
-
Fine arts
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
-
Biology
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
Skills
Skills can be improved through training or experience.
-
Reading comprehension
Reading work related information.
-
Instructing
Teaching people how to do something.
-
Writing
Writing things for co-workers or customers.
-
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.
-
Speaking
Talking to others.
-
Active listening
Listening to others, not interrupting, and asking good questions.
-
Coordination with others
Being adaptable and coordinating work with other people.
-
Critical thinking
Thinking about the pros and cons of different ways to solve a problem.
-
Social perceptiveness
Understanding why people react the way they do.
-
Time management
Managing your own and other peoples' time to get work done.
-
Active learning
Being able to use what you have learnt to solve problems now and again in the future.
-
Serving others
Looking for ways to help people.
-
Persuasion
Talking people into changing their minds or their behaviour.
-
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.
-
Negotiation
Bringing people together and trying to sort out their differences.
-
Complex problem solving
Noticing a problem and figuring out the best way to solve it.
-
Mathematics
Using maths to solve problems.
-
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.
-
Written comprehension
Read and understand written information.
-
Written expression
Write in a way that people can understand.
-
Speech clarity
Speak clearly so others can understand you.
-
Deductive reasoning
Use general rules to find answers or solve problems logically.
-
Inductive reasoning
Use lots of detailed information to come up with answers or make general rules.
-
Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
-
Problem spotting
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
-
Speech recognition
Identify and understand the speech of another person.
-
Near vision
See details that are up-close (within a few feet).
-
Categorising
Come up with different ways of grouping things.
-
Originality
Come up with unusual or clever ideas, or creative ways to solve a problem.
-
Brainstorming
Come up with a number of ideas about a topic, even if the ideas aren't very good.
-
Memorization
Remember things like words, numbers, pictures, and procedures.
-
Multitasking
Do two or more things at the same time.
-
Selective attention
Pay attention to something without being distracted.
-
Mathematics
Choose the right maths method or formula to solve a problem.
-
Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
-
Perceptual speed
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
Activities
These are kinds of activities workers regularly do in this job.
-
Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
-
Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
-
Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
-
Building good relationships
Building good working relationships and keeping them over time.
-
Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
-
Thinking creatively
Using your own ideas for developing, designing, or creating something new.
-
Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
-
Explaining things to people
Helping people to understand and use information.
-
Making decisions and solving problems
Using information to work out the best solution and solve problems.
-
Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
-
Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
-
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.
-
Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
-
Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
-
Making sense of information and ideas
Looking at, working with, and understanding data or information.
-
Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
-
Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
-
Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
-
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, 25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors.
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.
-
Lead or coordinate a team
Lead others to do work activities.
-
Electronic mail
Use electronic mail.
-
Teamwork
Work with people in a group or team.
-
Face-to-face discussions
Talk with people face-to-face.
-
Unstructured work
Have freedom to decide on tasks, priorities, and goals.
-
Indoors, heat controlled
Work indoors with access to heating or cooling.
-
Freedom to make decisions
Have freedom to make decision on your own.
-
Public speaking
Talk to a group of people.
-
Physically close to people
Work physically close to other people.
-
Being exact or accurate
Be very exact or highly accurate.
-
Telephone
Talk on the telephone.
-
Impact of decisions
Make decisions that have a large impact on other people.
-
Contact with the public
Work with customers or the public.
-
Letters and memos
Write letters and memos.
-
Conflict situations
Deal with conflict or disagreements.
-
Frequent decision making
Frequently make decisions that impact other people.
-
Time pressure
Work to strict deadlines.
-
Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
-
Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
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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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.
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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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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.
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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, 25-3011.00 - Adult Basic and Secondary Education and Literacy Teachers and Instructors.