Child Care Centre Managers
Child Care Centre Managers plan, organise, direct, control and coordinate the activities of childcare centres and services including physical and human resources.
Also known as: Child Care Centre Director or Coordinator.
A diploma in early childhood education and care is usually needed to work as a Child Care Centre Manager. Some workers have a university qualification.
developing and implementing programs to enhance the physical, social, emotional and intellectual development of young children
providing care for children in before-school, after-school, day, and vacation care centres
directing and supervising Child Carers in providing care and supervision for young children
ensuring the centre is a safe area for children, staff and visitors
complying with relevant government requirements and standards
liaising with parents
maintaining records and accounts for the centre
recruiting staff and coordinating professional development
Vocational Education and Training (VET)
The NSC produces employment projections to show where likely future job opportunities may be. The latest data are for the five years from November 2021 to November 2026. Over this period, the number of workers:
- is expected to grow very strongly
- is likely to reach 18,700 by 2026.
Source: National Skills Commission Employment Projections to 2026.
Notes: The number employed includes people who work in this occupation as their main job. People who work in more than one job are counted against the occupation they work the most hours in.
Employment projections figures are rounded to the nearest 100. Calculations based on these rounded figures may result in differences to the numbers that are displayed on this page. Employment projections data (including occupations) can be downloaded from the Employment Projections page.
Number of Workers
Source: ABS Labour Force Survey, ABS seasonally adjusted data to November 2021 and National Skills Commission Employment Projections to 2026.
Earnings and hours
Around 71% of people employed as Child Care Centre Managers work full-time hours, in all their jobs combined. This is 5 percentage points above the all jobs average (66%).
Full-time workers work an average of 42 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
More than half of workers regularly work overtime or extra hours (either paid or unpaid).
Median full-time earnings are $1,494 per week, this is lower than the all jobs median ($1,593):
- 3 in 4 workers earn more than $1,342
- 1 in 4 earn more than $1,575
Median hourly earnings are $39, this is similar to the all jobs median ($41 per hour).
Sources: Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average. Overtime hours: ABS, Characteristics of Employment, 2021. Full-time median earnings and median hourly earnings: ABS, Survey of Employee Earnings and Hours, May 2021. Compared to all jobs median.
Weekly Earnings (Before Tax)
|Earnings||Child Care Centre Managers||All Jobs Average|
Source: Based on ABS Survey of Employee Earnings and Hours, May 2021, 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.
Employment across Australia
Employment by State and Territory (% Share)
|State||Child Care Centre Managers||All Jobs Average|
Around 61% of Child Care Centre Managers live in capital cities, similar to the all jobs average of 62%.
Queensland has a large share of employment relative to its population size.
The regions with the largest share of workers are:
Source: Based on ABS Census 2016, Customised Report. Share of workers across Australian states, territories and regions, in this job compared to the all jobs average.
Age and gender
The median age of Child Care Centre Managers is 40 years. This is the same as the all jobs average.
A large share of workers are aged 35 to 44 years.
Females make up 92% of the workforce. This is 44 percentage points above the all jobs average of 48%.
Source: Based on ABS Census 2016, Customised Report. Age profile and gender share compared to the all jobs average.
Age Profile (% Share)
|Age Bracket||Child Care Centre Managers||All Jobs Average|
|65 and Over||2.3||4.2|
Source: Based on ABS Census 2016, Customised Report. Age profile of workers in this job compared to the all jobs average.
Education, training and experience
A diploma in early childhood education and care is usually needed to work as a Child Care Centre Manager. Some workers have a university qualification.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Community Services VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Child Care Centre Managers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||13.4||10.1|
|Year 10 and below||1.4||12.5|
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.
Skills and Knowledge
Employers look for Child Care Managers who have strong interpersonal skills, are organised and reliable.
Skills can be improved through training or experience.
Reading work related information.
Keeping track of how well work is progressing so you can make changes or improvements.
57%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Listening to others, not interrupting, and asking good questions.
Thinking about the pros and cons of different ways to solve a problem.
Talking to others.
Managing your own and other peoples' time to get work done.
55%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
54%Coordination with others
Being adaptable and coordinating work with other people.
Writing things for co-workers or customers.
Figuring out the best way to teach or learn something new.
Understanding why people react the way they do.
Being able to use what you have learnt to solve problems now and again in the future.
Teaching people how to do something.
Bringing people together and trying to sort out their differences.
Looking for ways to help people.
Measuring how well a system is working and how to improve it.
Talking people into changing their minds or their behaviour.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
43%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
These are important topics, subjects or knowledge areas.
77%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
75%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
63%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
62%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
English language including the meaning and spelling of words, rules of composition, and grammar.
53%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
52%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
50%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Arithmetic, algebra, geometry, calculus, or statistics.
46%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
42%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
37%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
37%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
35%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
30%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
25%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
Planting, growing, and harvesting food (both plant and animal), including storage and handling.
Workers use these physical and mental abilities..
Communicate by speaking.
Listen to and understand what people say.
Read and understand written information.
Write in a way that people can understand.
Notice when something is wrong or is likely to go wrong, even if you can't solve the problem.
Use general rules to find answers or solve problems logically.
Use lots of detailed information to come up with answers or make general rules.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Speak clearly so others can understand you.
Identify and understand the speech of another person.
See details that are up-close (within a few feet).
48%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Come up with different ways of grouping things.
Pay attention to something without being distracted.
Remember things like words, numbers, pictures, and procedures.
Choose the right maths method or formula to solve a problem.
Do two or more things at the same time.
39%Speed of recognition
Quickly make sense of and organize things you can see like letters, numbers, pictures, or other things.
37%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
These are kinds of activities workers regularly do in this job.
76%Building good relationships
Building good working relationships and keeping them over time.
72%Making decisions and solving problems
Using information to work out the best solution and solve problems.
71%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
69%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
64%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
60%Providing office support
Doing day-to-day office work such as filing and processing paperwork.
59%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
58%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
56%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
54%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
53%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
51%Coordinating the work of a team
Getting members of a group to work together to finish a task.
50%Researching and investigating
Looking for, getting and understanding different kinds of information.
50%Hiring and organising staff
Recruiting, interviewing, selecting, hiring, and promoting employees.
49%Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
48%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
48%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
45%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
43%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
40%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
Interests and demands
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.
Interests are the style or type of work we prefer to do. All interest areas are shown below.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Working with people. Helping or providing service to others.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Practical, hands-on work. Often with plants and animals, or materials like wood, tools, and machinery.
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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
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.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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.
Talk on the telephone.
Talk with people face-to-face.
97%Frequent decision making
Frequently make decisions that impact other people.
97%Impact of decisions
Make decisions that have a large impact on other people.
Work with people in a group or team.
Have freedom to decide on tasks, priorities, and goals.
95%Freedom to make decisions
Have freedom to make decision on your own.
95%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
93%Letters and memos
Write letters and memos.
90%Health and safety of others
Take responsibility for the health and safety of others.
87%Lead or coordinate a team
Lead others to do work activities.
85%Responsible for outcomes
Take responsibility for the results of other people's work.
Deal with conflict or disagreements.
78%Contact with the public
Work with customers or the public.
Use electronic mail.
76%Indoors, heat controlled
Work indoors with access to heating or cooling.
73%Physically close to people
Work physically close to other people.
69%Being exact or accurate
Be very exact or highly accurate.
68%Disease or infection
Be exposed to disease or infections.
67%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
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, 11-9031.00 - Education Administrators, Preschool and Childcare Center/Program.