High School Teacher

Prepare materials and classrooms for class activities.
Instruct through lectures, discussions, and demonstrations in one or more subjects, such as English, mathematics, or social studies.
Establish clear objectives for all lessons, units, and projects, and communicate those objectives to students.

Important Qualities

Communication skills. Teachers must share ideas with their students, other teachers, and school administrators and staff. In addition, they need to discuss students’ progress with parents.

Patience. High school teachers must stay calm in difficult situations, such as when students struggle with material.

Resourcefulness. High school teachers need to engage students in learning and adapt lessons to each student’s needs.

Personality

A3	Your Strengths	Importance	Characteristics of this Career
		92%	Integrity - Job requires being honest and ethical.
		91%	Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace.
		91%	Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations.
		90%	Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job.
		90%	Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations.
		88%	Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude.
		87%	Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations.
		85%	Persistence - Job requires persistence in the face of obstacles.
		83%	Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job.
		83%	Initiative - Job requires a willingness to take on responsibilities and challenges.
		82%	Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks.
		81%	Attention to Detail - Job requires being careful about detail and thorough in completing work tasks.
		80%	Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems.
		79%	Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction.
		76%	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.

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.
		61%	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
		100%	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%	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.
		67%	Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy.
		61%	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.

Aptitude

A3	Your Strengths	Importance	Abilities \| Cognitive, Physical, Personality
		81%	Oral Expression - The ability to communicate information and ideas in speaking so others will understand.
		78%	Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences.
		75%	Speech Clarity - The ability to speak clearly so others can understand you.
		75%	Written Comprehension - The ability to read and understand information and ideas presented in writing.
		75%	Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense.
		75%	Speech Recognition - The ability to identify and understand the speech of another person.
		72%	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.
		72%	Written Expression - The ability to communicate information and ideas in writing so others will understand.
		69%	Near Vision - The ability to see details at close range (within a few feet of the observer).
		66%	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).
		66%	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.
		66%	Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
		66%	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).
		53%	Category Flexibility - The ability to generate or use different sets of rules for combining or grouping things in different ways.

A3	Your Strengths	Importance	Skills \| Cognitive, Physical, Personality
		63%	Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
		59%	Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
		59%	Instructing - Teaching others how to do something.
		59%	Speaking - Talking to others to convey information effectively.
		59%	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.
		59%	Reading Comprehension - Understanding written sentences and paragraphs in work-related documents.
		55%	Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do.
		55%	Writing - Communicating effectively in writing as appropriate for the needs of the audience.
		55%	Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
		54%	Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making.
		52%	Judgment and Decision Making - Considering the relative costs and benefits of potential actions to choose the most appropriate one.

Job Details

Responsibilities

Establish rules or policies governing student behavior.

Apply multiple teaching methods.

Develop instructional objectives.

Administer tests to assess educational needs or progress.

Prepare tests.

Evaluate student work.

Set up classroom materials or equipment.

Modify teaching methods or materials to accommodate student needs.

Maintain student records.

Evaluate student work.

Assign class work to students.

Monitor student performance.

Monitor student behavior, social development, or health.

Evaluate student work.

Enforce rules or policies governing student behavior.

Plan educational activities.

Encourage students.

Advise students on academic or career matters.

Monitor student performance.

Teach others to use technology or equipment.

Plan educational activities.

Document lesson plans.

Create technology-based learning materials.

Discuss student progress with parents or guardians.

Discuss problems or issues with supervisors.

Discuss student progress with parents or guardians.

Develop instructional objectives.

Discuss problems or issues with supervisors.

Develop strategies or programs for students with special needs.

Attend training sessions or professional meetings to develop or maintain professional knowledge.

Collaborate with other teaching professionals to develop educational programs.

Prepare reports detailing student activities or performance.

Maintain inventories of materials, equipment, or products.

Distribute instructional or library materials.

Order instructional or library materials or equipment.

Plan experiential learning activities.

Administer tests to assess educational needs or progress.

Coordinate student extracurricular activities.

Serve on institutional or departmental committees.

Supervise school or student activities.

Assist students with special educational needs.

A3	Your Strengths	Importance	Attributes & Percentage of Time Spent
		94%	Electronic Mail - How often do you use electronic mail in this job?
		93%	Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job?
		93%	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?
		84%	Public Speaking - How often do you have to perform public speaking in this job?
		84%	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?
		83%	Work With Work Group or Team - How important is it to work with others in a group or team in this job?
		83%	Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer?
		81%	Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job?
		77%	Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions?
		74%	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?
		71%	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?
		70%	Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people?
		69%	Time Pressure - How often does this job require the worker to meet strict deadlines?
		68%	Spend Time Standing - How much does this job require standing?
		66%	Frequency of Conflict Situations - How often are there conflict situations the employee has to face in this job?
		65%	Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job?
		65%	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?
		64%	Deal With External Customers - How important is it to work with external customers or the public in this job?
		63%	Telephone - How often do you have telephone conversations in this job?
		52%	Letters and Memos - How often does the job require written letters and memos?
		52%	Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures?
		51%	Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable?
		82%	Duration of Typical Work Week - Number of hours typically worked in one week.

A3	Your Strengths	Importance	Tasks & Values
		86%	Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work.
		82%	Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions.
		81%	Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others.
		80%	Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time.
		79%	Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person.
		78%	Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them.
		76%	Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job.
		76%	Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
		74%	Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others.
		74%	Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills.
		74%	Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems.
		73%	Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems.
		73%	Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources.
		69%	Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information.
		69%	Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events.
		66%	Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts.
		66%	Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data.
		66%	Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used.
		66%	Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others.
		62%	Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks.
		61%	Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients.
		61%	Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people.
		58%	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.
		58%	Performing Administrative Activities - Performing day-to-day administrative tasks such as maintaining information files and processing paperwork.
		58%	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.
		56%	Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members.
		51%	Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance.

What High School Teachers Do

High school teachers generally specialize in a subject, such as English, math, or science.

High school teachers help prepare students for life after graduation. They teach academic lessons and various skills that students will need to attend college or to enter the job market.

Duties

High school teachers typically do the following:

Plan lessons and instruct their students in the subject they teach
Assess students’ abilities, strengths, and weaknesses
Adapt lessons to changes in class size
Grade students’ assignments and exams
Communicate with parents about students’ progress
Work with individual students to challenge them and to improve their abilities
Prepare students for standardized tests required by the state
Develop and enforce classroom rules and administrative policies
Supervise students outside of the classroom—for example, during lunchtime or detention

High school teachers generally teach students from the 9th through 12th grades. They usually specialize in one area. Some teach core subjects, such as math, science, or history. Others specialize in elective courses, such as art, music, or physical education. They may teach several different classes within their subject area. For example, a high school math teacher may teach algebra, calculus, and/or geometry.

High school teachers may instruct students from different grades throughout the day. For example, one class may have mostly students from the 9th grade, and another may have 12th-grade students. In many schools, students are divided into classes on the basis of their abilities, so teachers need to adapt their lessons based on students’ skills.

Outside of their instructional time, teachers plan lessons, grade assignments, and meet with other teachers and staff.

Teachers of English as a second language (ESL) or English for speakers of other languages (ESOL) work exclusively with students who are learning the English language. These teachers work with students individually or in groups to help them improve their English language skills and help them with assignments for other classes.

Students with learning disabilities and emotional or behavioral disorders are often taught in traditional classes. High school teachers work with special education teachers to adapt lessons to these students’ needs and to monitor the students’ progress.

Teachers must be comfortable with using and learning new technology. With parents, they may use text-messaging applications to communicate about students’ assignments and upcoming events. With students, teachers may create websites or discussion boards to present information and to expand a lesson taught in class.

Some high school teachers take on additional responsibilities, such as coaching sports or advising academic clubs, activities that frequently take place before or after school.

Work Environment

High school teachers held about 1.1 million jobs in 2022. The largest employers of high school teachers were as follows:

Elementary and secondary schools; local	81%
Elementary and secondary schools; private	16

Most states have tenure laws, which provide job security after a certain number of years of satisfactory classroom teaching.

Teachers may find it rewarding to watch students develop new skills and gain an appreciation for knowledge.

However, teaching may be stressful. Some schools have large classes and lack important teaching tools, such as current technology and up-to-date textbooks. Occasionally, teachers must cope with unmotivated or disrespectful students. Some states are developing teacher mentoring programs and teacher development courses to help with the challenges of being a teacher.

Work Schedules

High 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. Teachers who coach sports or advise clubs generally do so before or after school.

Many teachers work a 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 school session.

Getting Started

Education:

53%

Bachelor's Degree

24%

Master's Degree

How to Become a High School Teacher

High school teachers need to explain difficult concepts in terms students can understand.

High school teachers typically must have at least a bachelor’s degree. In addition, public school teachers must have a state-issued certification or license.

Education

All states require public high school teachers to have at least a bachelor's degree, which may be in education. Many states require high school teachers to have majored in a content area, such as mathematics or science.

Teacher education programs typically provide instruction on presenting information to students of different abilities and backgrounds. Programs typically include a student-teaching program, in which prospective teachers work with a mentor teacher and get experience instructing students in a classroom. For information about teacher preparation programs in your state, visit Teach.org.

Some states require high school teachers to earn a master’s degree after earning their teaching certification and obtaining a job.

Teachers in private schools do not need to meet state requirements. However, private schools typically seek high school teachers who have a bachelor’s degree and a major in a subject area.

Licenses, Certifications, and Registrations

All states require teachers in public schools to be licensed or certified in the specific grade level they will teach. Those who teach in private schools typically are not required to be licensed.

High school teachers typically are awarded a secondary or high school certification, which allows them to teach the 7th through the 12th grades.

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 in the subject they will teach.

For information on certification requirements in your state, visit Teach.org.

Teachers often are 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 with supervision by an experienced teacher. These programs cover teaching methods and other topics, such as resource management. 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; they may also become a lead teacher. In these positions, they help less experienced teachers 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. Becoming a principal usually requires additional instruction in education administration or leadership. For more information, see the profiles on school and career counselors, librarians, instructional coordinators, and elementary, middle, and high school principals.

Job Outlook

Employment of high school teachers is projected to show little or no change from 2022 to 2032.

Despite limited employment growth, about 67,100 openings for high 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

Employment growth for public high school teachers may depend on state and local government budgets. If state and local governments experience budget deficits, school boards may lay off employees, including teachers. As a result, these budget deficits may limit the employment growth projected for high school teachers. Conversely, budget surpluses at the state and local level could lead to additional employment growth for high school teachers.

Projected declines over the decade in both the school-aged demographic and student enrollment should constrain demand for high school teachers.

Contacts for More Information

For more information about teaching and becoming a teacher, visit

Teach.org

American Federation of Teachers

National Education Association

For more information about teacher preparation programs, visit

Council for the Accreditation of Educator Preparation

Occupational Requirements Survey

For a profile highlighting selected BLS data on occupational requirements, see

Secondary school teachers (PDF)

Similar Occupations

This table shows a list of occupations with job duties that are similar to those of high 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
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
Kindergarten and Elementary School Teachers	Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling.	Bachelor's degree	$61,620
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
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
Adult Basic and Secondary Education and ESL Teachers	Adult basic and secondary education and ESL (English as a Second Language) teachers instruct adults in fundamental skills, such as reading and speaking English. They also help students earn their high school equivalency credential.	Bachelor's degree	$58,590

High School Teacher

What they do:

On the job, you would:

Important Qualities

Personality

Characteristics of this Career

Strengths

Values of the Work Environment

Aptitude

Abilities | Cognitive, Physical, Personality

Skills | Cognitive, Physical, Personality

Job Details

Attributes & Percentage of Time Spent

Tasks & Values

What High School Teachers Do

Duties

Work Environment

Work Schedules

Getting Started

How to Become a High School Teacher

Education

Licenses, Certifications, and Registrations

Advancement

Job Outlook

Employment

Contacts for More Information

Occupational Requirements Survey

Similar Occupations