Driving Instructors instruct individuals and groups in the theory and application of driving motor vehicles.
Specialisations: Motorcycle Riding Instructor.
A certificate IV in car driving instruction is usually needed to work as a Driving Instructor.
instructing students under actual driving conditions, and explaining and demonstrating the operation of brakes, clutch, gear selection, automatic transmission, signals and lights
teaching road traffic regulations
teaching road craft and road safety
advising students when they are ready to undergo driving examination
may advise on and teach advanced driving techniques required for emergency situations
may illustrate and explain handling and mechanical operation of motor vehicles and driving techniques using blackboard diagrams and audiovisual aids
Vocational Education and Training (VET)
Informal or on-the-job
JSA 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 strongly
- is likely to reach 7,700 by 2026.
Source: Jobs and Skills Australia 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 Jobs and Skills Australia Employment Projections to 2026.
Earnings and hours
Around 38% of people employed as Driving Instructors work full-time hours, in all their jobs combined. This is 28 percentage points below the all jobs average (66%).
Full-time workers work an average of 45 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Sources:Full-time share and full-time hours: ABS, 2016 Census, customised report. Compared to the all jobs average.
Employment across Australia
Employment by State and Territory (% Share)
|State||Driving Instructors||All Jobs Average|
Around 64% of Driving Instructors live in capital cities, compared with the all jobs average of 62%.
The regions with the largest share of workers are:
- Melbourne - West
- Melbourne - South East
- Sydney - Inner South West
- Perth - North West
- Sydney - South West.
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 Driving Instructors is 52 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 45 to 54 years.
Females make up 23% of the workforce. This is 25 percentage points below 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||Driving Instructors||All Jobs Average|
|65 and Over||9.2||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 certificate IV in car driving instruction is usually needed to work as a Driving Instructor.
Registration or licencing is required.
- My Skills to compare Vocational Education and Training (VET) courses, providers and student outcomes.
- AAPathways website to explore Transport and Logistics Training Package VET training pathways.
Highest Level of Education (% Share)
|Type of Qualification||Driving Instructors||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||4.9||10.1|
|Year 10 and below||8.9||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 Driving Instructors who are professional, provide good customer service and are reliable.
Skills can be improved through training or experience.
Reading work related information.
Figuring out the best way to teach or learn something new.
Talking to others.
Keeping track of how well work is progressing so you can make changes or improvements.
Writing things for co-workers or customers.
Teaching people how to do something.
Thinking about the pros and cons of different ways to solve a problem.
Listening to others, not interrupting, and asking good questions.
Being able to use what you have learnt to solve problems now and again in the future.
Understanding why people react the way they do.
43%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
41%Coordination with others
Being adaptable and coordinating work with other people.
Looking for ways to help people.
39%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Talking people into changing their minds or their behaviour.
Managing your own and other peoples' time to get work done.
36%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
Bringing people together and trying to sort out their differences.
Understanding needs and product requirements to create a design.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect 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.
69%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
English language including the meaning and spelling of words, rules of composition, and grammar.
50%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
43%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
40%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Arithmetic, algebra, geometry, calculus, or statistics.
32%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
30%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
28%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
26%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
24%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
22%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
21%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Moving people or goods by air, rail, sea, or road.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
Transmission, broadcasting, switching, control, and operation of telecommunications systems.
Workers use these physical and mental abilities..
Communicate by speaking.
Listen to and understand what people say.
Speak clearly so others can understand you.
Read and understand written information.
Write in a way that people can understand.
Come up with unusual or clever ideas, or creative ways to solve a problem.
Identify and understand the speech of another person.
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 a number of ideas about a topic, even if the ideas aren't very good.
See details that are up-close (within a few feet).
Come up with different ways of grouping things.
39%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
See details that are far away.
Pay attention to something without being distracted.
32%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Do two or more things at the same time.
Remember things like words, numbers, pictures, and procedures.
Put together small parts with your fingers.
These are kinds of activities workers regularly do in this job.
68%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
66%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
65%Building good relationships
Building good working relationships and keeping them over time.
63%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
60%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
60%Doing physically active work
Use your arms, legs and whole body, such as climbing, lifting, balancing, walking, stooping, and handling objects.
55%Making decisions and solving problems
Using information to work out the best solution and solve problems.
53%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
Using your own ideas for developing, designing, or creating something new.
53%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
52%Researching and investigating
Looking for, getting and understanding different kinds of information.
51%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
51%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
47%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
47%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
45%Guiding and directing staff
Guiding and directing staff, including setting and monitoring performance standards.
45%Scheduling work and activities
Working out the timing of events, programs, and activities, as well as the work of others.
44%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
42%Explaining things to people
Helping people to understand and use information.
38%Providing office support
Doing day-to-day office work such as filing and processing paperwork.
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.
Working with people. Helping or providing service to others.
Working with forms, designs and patterns. Often need self-expression and can be done without following rules.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Following set procedures and routines. Working with numbers and details more than with ideas, usually following rules.
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.
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.
Results oriented. Workers are able to use their strongest abilities, giving them a feeling of accomplishment.
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.
93%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
88%Freedom to make decisions
Have freedom to make decision on your own.
84%Contact with the public
Work with customers or the public.
83%Physically close to people
Work physically close to other people.
81%Indoors, heat controlled
Work indoors with access to heating or cooling.
Talk with people face-to-face.
Have freedom to decide on tasks, priorities, and goals.
75%Impact of decisions
Make decisions that have a large impact on other people.
Talk on the telephone.
Work with people in a group or team.
71%Frequent decision making
Frequently make decisions that impact other people.
69%Lead or coordinate a team
Lead others to do work activities.
69%Spend time standing
Spend time standing at work.
Use electronic mail.
69%Repeating same tasks
Repeat the same tasks or activities (e.g., key entry) over and over, without stopping.
67%Being exact or accurate
Be very exact or highly accurate.
65%Making repetitive motions
Spend time making repetitive motions.
65%Health and safety of others
Take responsibility for the health and safety of others.
Talk to a group of people.
Work to strict deadlines.
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, 25-3021.00 - Self-Enrichment Education Teachers.