Education:
73%
Bachelor's Degree
11%
Master's Degree
Elementary School Teachers, Except Special Education
This is a sub-career of
Kindergarten or Elementary School Teacher
More sub-careers
Select a specialized sub-career for more details.
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Job Outlook:
Little or no change
Education:
Bachelor's degree
Salary
High:
$101,310.00
Average:
$68,000.00
What they do:
Teach academic and social skills to students at the elementary school level.
On the job, you would:
- Establish and enforce rules for behavior and procedures for maintaining order among the students.
- Adapt teaching methods and instructional materials to meet students' varying needs and interests.
- Instruct students individually and in groups, using teaching methods such as lectures, discussions, and demonstrations.
Important Qualities
Communication skills. Teachers need to discuss students’ needs with parents and administrators. They also need to be able to communicate the subject content to students in a manner in which they will understand.
Patience. Kindergarten and elementary school teachers must respond with patience when students struggle with material. Working with students of different abilities and backgrounds can be difficult.
Physical stamina. Working with kindergarten- and elementary-age students can be tiring. Teachers need to be able to physically, mentally, and emotionally keep up with the students.
Resourcefulness. Kindergarten and elementary school teachers must be able to get students engaged in learning. They also should be prepared to adapt their lessons to meet students’ needs.
Personality
| A3 | Your Strengths | Importance |
Characteristics of this Career |
|---|---|---|---|
|
|
96% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
|
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94% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
|
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94% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
|
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94% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
|
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94% | Integrity - Job requires being honest and ethical. | |
|
|
92% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
|
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92% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
|
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91% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
|
|
87% | Persistence - Job requires persistence in the face of obstacles. | |
|
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87% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
|
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87% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
|
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86% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
|
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85% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. | |
|
|
77% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
|
|
75% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
|
|
73% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. |
| A3 | Your Strengths | Importance |
Strengths |
|---|---|---|---|
|
|
100% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
|
|
56% | Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
|---|---|---|---|
|
|
89% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
|
|
78% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
|
|
72% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
|
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67% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. | |
|
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67% | Support - Occupations that satisfy this work value offer supportive management that stands behind employees. Corresponding needs are Company Policies, Supervision: Human Relations and Supervision: Technical. | |
|
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56% | Recognition - Occupations that satisfy this work value offer advancement, potential for leadership, and are often considered prestigious. Corresponding needs are Advancement, Authority, Recognition and Social Status. |
Aptitude
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
91% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
|
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
|
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75% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
|
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75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
|
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75% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
|
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75% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
|
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75% | Speech Recognition - The ability to identify and understand the speech of another person. | |
|
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75% | Speech Clarity - The ability to speak clearly so others can understand you. | |
|
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72% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
|
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69% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
|
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69% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
|
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69% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
|
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69% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. | |
|
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60% | Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways. | |
|
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56% | Selective Attention - The ability to concentrate on a task over a period of time without being distracted. | |
|
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56% | Time Sharing - The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources). |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
|---|---|---|---|
|
|
64% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
|
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61% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
|
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59% | Instructing - Teaching others how to do something. | |
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57% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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57% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
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57% | Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |
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57% | Speaking - Talking to others to convey information effectively. | |
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57% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. | |
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55% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
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55% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. | |
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52% | Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one. | |
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52% | Coordination - Adjusting actions in relation to others' actions. |
Job Details
Responsibilities
Establish rules or policies governing student behavior.
Monitor student performance.
Monitor student behavior, social development, or health.
Evaluate student work.
Set up classroom materials or equipment.
Modify teaching methods or materials to accommodate student needs.
Plan educational activities.
Apply multiple teaching methods.
Develop instructional objectives.
Evaluate student work.
Assign class work to students.
Read to students.
Administer tests to assess educational needs or progress.
Prepare tests.
Evaluate student work.
Discuss problems or issues with supervisors.
Discuss student progress with parents or guardians.
Discuss student progress with parents or guardians.
Maintain student records.
Encourage students.
Advise students on academic or career matters.
Develop strategies or programs for students with special needs.
Develop instructional objectives.
Set up classroom materials or equipment.
Enforce rules or policies governing student behavior.
Collaborate with other teaching professionals to develop educational programs.
Discuss problems or issues with supervisors.
Create technology-based learning materials.
Plan educational activities.
Document lesson plans.
Collaborate with other teaching professionals to develop educational programs.
Prepare reports detailing student activities or performance.
Monitor student performance.
Teach others to use technology or equipment.
Plan educational activities.
Attend training sessions or professional meetings to develop or maintain professional knowledge.
Plan experiential learning activities.
Display student work.
Serve on institutional or departmental committees.
Administer tests to assess educational needs or progress.
Evaluate performance of educational staff.
Supervise student research or internship work.
Supervise school or student activities.
Maintain inventories of materials, equipment, or products.
Distribute instructional or library materials.
Order instructional or library materials or equipment.
Assist students with special educational needs.
Coordinate student extracurricular activities.
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
|---|---|---|---|
|
|
95% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
|
|
95% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
|
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93% | Electronic Mail - How often do you use electronic mail in this job? | |
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89% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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86% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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80% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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79% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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77% | Spend Time Standing - How much does this job require standing? | |
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77% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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75% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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75% | Letters and Memos - How often does the job require written letters and memos? | |
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73% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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72% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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71% | Frequency of Conflict Situations - How often are there conflict situations the employee has to face in this job? | |
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70% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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68% | Telephone - How often do you have telephone conversations in this job? | |
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66% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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64% | Public Speaking - How often do you have to perform public speaking in this job? | |
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64% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
|
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62% | Deal With Unpleasant or Angry People - How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? | |
|
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56% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
|
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86% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
|---|---|---|---|
|
|
85% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
|
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83% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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82% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
|
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82% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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79% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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77% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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77% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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77% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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77% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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76% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
|
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75% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
|
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74% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
|
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69% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
|
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68% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
|
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68% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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67% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
|
|
65% | Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
|
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65% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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65% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
|
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62% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
|
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62% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
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60% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. | |
|
|
60% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
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60% | Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. | |
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59% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
|
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57% | Performing for or Working Directly with the Public - Performing for people or dealing directly with the public. This includes serving customers in restaurants and stores, and receiving clients or guests. | |
|
|
57% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. |
What Kindergarten and Elementary School Teachers Do
Kindergarten and elementary school teachers use a variety of tools, such as computers, to present information to students.
Kindergarten and elementary school teachers instruct young students in basic subjects, such as math and reading, in order to prepare them for middle school.
Duties
Kindergarten and elementary school teachers typically do the following:
- Create lesson plans to teach students subjects, such as reading, science, and math
- Teach students how to interact with others
- Observe students to evaluate their abilities, strengths, and weaknesses
- Instruct an entire class or smaller groups of students
- Grade students’ assignments
- Communicate with parents or guardian about their child’s progress
- Work with students individually to help them overcome specific learning challenges
- Prepare students for standardized tests required by the state
- Develop and enforce classroom rules to teach children proper behavior
- Supervise children outside of the classroom—for example, during lunchtime or recess
Kindergarten and elementary school teachers help students learn and apply important concepts. Many teachers use a hands-on approach to help students understand abstract concepts, solve problems, and develop critical-thinking skills. For example, they may demonstrate how to do a science experiment and then have the students conduct the experiment themselves. They may have students work together to solve problems.
Elementary school typically goes from first through fifth or sixth grades. However, in some schools, elementary school continues through eighth grade.
Kindergarten and elementary school teachers typically instruct students in several subjects throughout the day. Teachers may escort students to assemblies, recess, or classes taught by other teachers, such as art or music. While students are away from the classroom, teachers plan lessons, grade assignments, or meet with other teachers and staff.
In some schools, teachers may work on subject specialization teams in which they teach one or two specific subjects, typically either English and social studies or math and science. Generally, students spend half their time with one teacher and half their time with the other.
There are kindergarten and elementary school teachers who specialize in subjects such as art, music, or physical education.
Some schools employ English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work exclusively with students learning the English language. These teachers work with students individually or in groups to help them improve their English language skills and to help them with class assignments.
Students with learning disabilities or emotional or behavioral disorders are often taught in traditional classes. Kindergarten and elementary teachers work with special education teachers to adapt lesson plans to these students’ needs and monitor the students’ progress. In some cases, kindergarten and elementary school teachers may co-teach lessons with special education teachers.
Some teachers use technology in their classroom as a teaching aide. They must be comfortable with using and learning new technology. Teachers also may maintain websites to communicate with parents about students’ assignments, upcoming events, and grades. For students in higher grades, teachers may create websites or discussion boards to present information or to expand on a lesson taught in class.
Work Environment
Elementary school teachers, except special education held about 1.4 million jobs in 2022. The largest employers of elementary school teachers, except special education were as follows:
| Elementary and secondary schools; local | 85% |
| Elementary and secondary schools; private | 13 |
Kindergarten teachers, except special education held about 123,400 jobs in 2022. The largest employers of kindergarten teachers, except special education were as follows:
| Elementary and secondary schools; local | 81% |
| Elementary and secondary schools; private | 15 |
| Child day care services | 1 |
Most states have tenure laws, which provide job security after a certain number of years of satisfactory teaching.
Kindergarten and elementary school teachers may find it rewarding to watch students develop new skills and learn information. However, teaching may be stressful. Some schools have large classes and lack important teaching tools, such as computers and up-to-date textbooks. Some states are developing teacher mentoring programs and teacher development courses to help with the challenges of being a teacher.
Work Schedules
Kindergarten and elementary school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. They often spend time in the evenings and on weekends grading papers and preparing lessons.
Many kindergarten and elementary school teachers work the traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work during the summer.
Teachers in districts with a year-round schedule typically work 9 weeks in a row, and then have a break for 3 weeks before starting a new schooling session.
Getting Started
How to Become a Kindergarten or Elementary School Teacher
Kindergarten and elementary school teachers need to be able to explain concepts in terms young students can understand.
Kindergarten and elementary school teachers usually must have a bachelor’s degree. In addition, public school teachers must have a state-issued certification or license.
Education
Public kindergarten and elementary school teachers typically need a bachelor's degree in elementary education. Private schools typically have the same requirement. In some states, public schools also require these teachers to major in a content area, such as mathematics.
Those with a bachelor’s degree in another subject can still become elementary education teachers. They must complete a teacher education program to obtain certification to teach. Requirements vary by state.
In teacher education programs, future teachers learn how to present information to young students and how to work with young students of varying abilities and backgrounds. Programs typically include a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom setting. For information about teacher preparation programs in your state, visit Teach.org.
Some states require teachers to earn a master’s degree after receiving their teaching certification and obtaining a job.
Licenses, Certifications, and Registrations
All states require teachers in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following:
- A bachelor’s degree with a minimum grade point average
- Completion of a student teaching program
- Passing a background check
- Passing a general teaching certification test, as well as a test that demonstrates their knowledge of the subject they will teach.
For information on certification requirements in your state, visit Teach.org.
Teachers are frequently required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master’s degree after receiving their certification and obtaining a job.
All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree but lack the education courses required for certification. Some alternative certification programs allow candidates to begin teaching immediately after graduation, under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach.
Advancement
Experienced teachers may advance to serve as mentors to new teachers or become lead teachers. In these roles, they help less-experienced teachers to improve their teaching skills.
With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional schooling in education administration or leadership.
Job Outlook
Overall employment of kindergarten and elementary school teachers is projected to show little or no change from 2022 to 2032.
Despite limited employment growth, about 109,000 openings for kindergarten and elementary school teachers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
Employment
The number of students enrolling in public kindergarten and elementary schools is expected to decrease over the projections decade. However, as parents and teachers support smaller class sizes, the number of classes should remain stable and result in a need for more teachers of students in these schools.
Employment growth for kindergarten and elementary school teachers also will depend on state and local government budgets. If state and local governments experience budget deficits, they may lay off employees, including teachers.
Contacts for More Information
For more information about teaching and becoming a teacher, visit
American Federation of Teachers
National Education Association
For more information about teacher preparation programs, visit
Similar Occupations
This table shows a list of occupations with job duties that are similar to those of kindergarten and elementary school teachers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
|
Career and Technical Education Teachers |
Career and technical education teachers instruct students in various technical and vocational subjects, such as auto repair, healthcare, and culinary arts. |
Bachelor's degree | $61,450 |
|
Childcare Workers |
Childcare workers attend to children's needs while helping to foster early development. |
High school diploma or equivalent | $28,520 |
|
Elementary, Middle, and High School Principals |
Elementary, middle, and high school principals oversee all school operations, including daily school activities. |
Master's degree | $101,320 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Instructional Coordinators |
Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, implement it, and assess its effectiveness. |
Master's degree | $66,490 |
|
Librarians and Library Media Specialists |
Librarians and library media specialists help people find information and conduct research for personal and professional use. |
Master's degree | $61,660 |
|
Middle School Teachers |
Middle school teachers educate students, typically in sixth through eighth grades. |
Bachelor's degree | $61,810 |
|
Postsecondary Teachers |
Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. |
See How to Become One | $80,840 |
|
Preschool Teachers |
Preschool teachers educate and care for children younger than age 5 who have not yet entered kindergarten. |
Associate's degree | $35,330 |
|
School and Career Counselors and Advisors |
School counselors help students develop academic and social skills. Career counselors and advisors help people choose a path to employment. |
Master's degree | $60,140 |
|
Social Workers |
Social workers help people prevent and cope with problems in their everyday lives. |
See How to Become One | $55,350 |
|
Special Education Teachers |
Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. |
Bachelor's degree | $62,950 |
|
Teacher Assistants |
Teacher assistants work with a licensed teacher to give students additional attention and instruction. |
Some college, no degree | $30,920 |