Employment is projected to grow about as fast as the average for all occupations. Job prospects are best for teachers in high-demand fields, such as mathematics, science, and bilingual education, and in less desirable urban or rural school districts.
Employment of kindergarten, elementary, middle, and secondary school teachers is expected to grow by 13 percent between 2008 and 2018, which is about as fast as the average for all occupations.
Through 2018, overall student enrollments in elementary, middle, and secondary schools—a key factor in the demand for teachers—are expected to rise more slowly than in the past as children of the baby-boom generation leave the school system. Projected enrollments will vary by region. Rapidly growing States in the South and West will experience the largest enrollment increases. Enrollments in the Midwest are expected to hold relatively steady, while those in the Northeast are expected to decline. Teachers who are geographically mobile and who obtain licensure in more than one subject are likely to have a distinct advantage in finding a job.
The number of teachers employed is dependent on State and local expenditures for education and on the enactment of legislation to increase the quality and scope of public education. At the Federal level, there has been a large increase in funding for education, particularly for the hiring of qualified teachers in lower income areas.
Job opportunities for teachers will vary with the locality, grade level, and subject taught. Most job openings will result from the need to replace the large number of teachers who are expected to retire over the 2008–18 period. Also, many beginning teachers—especially those employed in poor, urban schools—decide to leave teaching for other careers after a year or two, creating additional job openings for teachers.
Job prospects should be better in inner cities and rural areas than in suburban districts. Many inner cities—often characterized by overcrowded, ill-equipped schools and higher-than-average poverty rates—and rural areas—characterized by their remote location and relatively low salaries—have difficulty attracting and retaining enough teachers. Currently, many school districts have difficulty hiring qualified teachers in some subject areas—most often mathematics, science (especially chemistry and physics), bilingual education, and foreign languages. Increasing enrollments of minorities, coupled with a shortage of minority teachers, should cause efforts to recruit minority teachers to intensify. Also, the number of non-English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language. Specialties that have an adequate number of qualified teachers include general elementary education, physical education, and social studies.
The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs. In recent years, the total number of bachelor's and master's degrees granted in education has been increasing slowly. But many States have implemented policies that will encourage even more students to become teachers because of a shortage of teachers in certain locations and in anticipation of the loss of a number of teachers to retirement.
Kindergarten, elementary school, middle school, and secondary school teachers, held about 3.5 million jobs in 2008. Of the teachers in those jobs, about 179,500 were kindergarten teachers, 1.5 million were elementary school teachers, 659,500 were middle school teachers, and 1.1 million were secondary school teachers. Employment of teachers is geographically distributed much the same as the population.
Job Zone 4 - Preparation needed
A minimum of two to four years of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant needs four years of college and several years of accounting work to be considered qualified.
Most of these occupations require a four-year bachelor's degree, but some do not.
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Accountants, chefs and head cooks, computer programmers, historians, and police detectives.
These occupations often involve coordinating, supervising, managing, and/or training others.
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Information on licensure or certification requirements and approved teacher training institutions is available from local school systems and State departments of education.
Information on teachers' unions and education-related issues may be obtained from:
- American Federation of Teachers, 555 New Jersey Ave. NW., Washington, DC 20001. Internet: http://www.aft.org
- National Education Association, 1201 16th St. NW., Washington, DC 20036. Internet: http://www.nea.org
A list of institutions with accredited teacher education programs can be obtained from:
- National Council for Accreditation of Teacher Education, 2010 Massachusetts Ave. NW., Suite 500, Washington, DC 20036-1023. Internet: http://www.ncate.org
- Teacher Education Accreditation Council, Suite 300, One Dupont Circle, Suite 320 Washington, DC 20036. Internet: http://www.teac.org
Information on alternative certification programs can be obtained from:
- National Center for Alternative Certification, 4401A Connecticut Ave., NW., Suite 212, Washington, DC 20008. Internet: http://www.teach-now.org
Information on National Board Certification can be obtained from:
- National Board for Professional Teaching Standards, 1525 Wilson Blvd., Suite 500, Arlington, VA 22209. Internet: http://www.nbpts.org
Sources: O*Net data version 12.0
Occupational Outlook Handbook
Department of Labor
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