| Educational Attainment Breakdown for Education Administrators, Postsecondary |
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College or Higher |
73.9% |
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Some College |
17.0% |
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High School or Less |
9.1% |
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Most Significant Source of Postsecondary Education or Training
Bachelor's degree plus experience
Source: U.S. Department of Labor
Most education administrators begin their careers as teachers and prepare for advancement into education administration by completing a master's or doctoral degree. Because of the diversity of duties and levels of responsibility, educational backgrounds and experience vary considerably among these workers.
Education and training. Principals, assistant principals, central office administrators, academic deans, and preschool directors usually have held teaching positions before moving into administration. Some teachers move directly into principal positions; others first become assistant principals, or gain experience in other administrative jobs at either the school or district level in positions such as department head, curriculum specialist, or subject matter advisor. In some cases, administrators move up from related staff jobs such as recruiter, school counselor, librarian, residence hall director, or financial aid or admissions counselor.
In most public schools, principals, assistant principals, and school district administrators need a master's degree in education administration or educational leadership. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, some principals and assistant principals hold only a bachelor's degree, but the majority have a master's or doctoral degree.
Educational requirements for administrators of preschools and childcare centers vary depending on the setting of the program and the State of employment. Administrators who oversee preschool programs in public schools are often required to have at least a bachelor's degree. Child care directors who supervise private programs are usually not required to have a degree; however, most States require a preschool education credential, which often includes some postsecondary coursework.
College and university academic deans and chairpersons usually advance from professorships in their departments, for which they need a master's or doctoral degree; further education is not typically necessary. Admissions, student affairs, and financial aid directors and registrars sometimes start in related staff jobs with bachelor's degrees—any field usually is acceptable—and obtain advanced degrees in college student affairs, counseling, or higher education administration. A Ph.D. or Ed.D. usually is necessary for top student affairs positions. Computer literacy and a background in accounting or statistics may be assets in admissions, records, and financial work.
Advanced degrees in higher education administration, educational leadership, and college student affairs are offered in many colleges and universities. Education administration degree programs include courses in school leadership, school law, school finance and budgeting, curriculum development and evaluation, research design and data analysis, community relations, politics in education, and counseling. The National Council for Accreditation of Teacher Education (NCATE) and the Educational Leadership Constituent Council (ELCC) accredit programs designed for elementary and secondary school administrators. Although completion of an accredited program is not required, it may assist in fulfilling licensure requirements.
Licensure and certification. Most States require principals to be licensed as school administrators. License requirements vary by State, but nearly all States require either a master's degree or some other graduate-level training. Some States also require candidates for licensure to pass a test. On-the-job training, often with a mentor, is increasingly required or recommended for new school leaders. Some States require administrators to take continuing education courses to keep their license, thus ensuring that administrators have the most up-to-date skills. The number and types of courses required to maintain licensure vary by State. Principals in private schools are not subject to State licensure requirements.
Nearly all States require child care and preschool center directors to be licensed. Licensing usually requires a number of years of experience or hours of coursework or both. Sometimes, it requires a college degree. Often, directors are also required to earn a general preschool education credential, such as the Child Development Associate credential (CDA) sponsored by the Council for Professional Recognition, or some other credential designed specifically for directors.
One credential specifically for directors is the National Administration Credential, offered by the National Child Care Association. The credential requires experience and training in child care center management.
There are usually no licensing requirements for administrators at postsecondary institutions.
Other qualifications. To be considered for education administrator positions, workers must first prove themselves in their current jobs. In evaluating candidates, supervisors look for leadership, determination, confidence, innovativeness, and motivation. The ability to make sound decisions and to organize and coordinate work efficiently is essential. Because much of an administrator's job involves interacting with others—such as students, parents, teachers, and the community—a person in such a position must have strong interpersonal skills and be an effective communicator and motivator. Knowledge of leadership principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a necessity for principals, who are required to gather information and coordinate technical resources for their students, teachers, and classrooms.
Advancement. Education administrators advance through promotion to higher level administrative positions or by transferring to comparable positions at larger schools or systems. They also may become superintendents of school systems or presidents of educational institutions.
Source: U.S. Department of Labor's Occupational Outlook Handbook
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