Educational Psychologists investigate learning and teaching, and develop psychological techniques to foster the development and skills of individuals and groups in educational settings.
Conducts research studies of motivation in learning, group performance and individual differences in mental abilities and educational performance.
Collects data and analyses characteristics of students and recommends educational programmes.
Formulates achievement, diagnostic and predictive tests for use by teachers in planning methods and content of instruction.
The NSC produces employment projections to show where likely future job opportunities may be. Employment projections data are only produced for occupations at the broad four digit Australian and New Zealand Standard Classification of Occupations (ANZSCO) level. While data are not available for this occupation, projections data are available for the parent occupation, Psychologists and Psychotherapists, under the outlook section.
Earnings and hours
Around 62% of people employed as Educational Psychologists work full-time hours, in all their jobs combined. This is 4 percentage points below 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).
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||Educational Psychologists||All Jobs Average|
Around 61% of Educational Psychologists live in capital cities, similar to the all jobs average of 62%.
Western Australia and Queensland have a large share of employment relative to their population size.
The regions with the largest share of workers are:
- Perth - North West
- Melbourne - Inner
- Melbourne - Inner South
- Perth - South West
- Sydney - North Sydney and Hornsby.
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 Educational Psychologists is 46 years. This is higher than the all jobs average of 40 years.
A large share of workers are aged 35 to 44 years.
Females make up 83% of the workforce. This is 35 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||Educational Psychologists||All Jobs Average|
|65 and Over||8.0||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 specialised postgraduate degree in psychology and a period of supervised practice is needed to work as an Educational Psychologist.
Registration with the Psychology Board of Australia is required.
- Course Seeker to search and compare higher education courses.
- ComparED to compare undergraduate and postgraduate student experiences and outcomes.
Highest Level of Education (% Share)
|Type of Qualification||Educational Psychologists||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||78.1||10.1|
|Year 10 and below||0.0||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 Psychologists who are caring, compassionate, empathetic and work well in a team.
Skills can be improved through training or experience.
Understanding why people react the way they do.
Reading work related information.
Listening to others, not interrupting, and asking good questions.
Writing things for co-workers or customers.
59%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Talking to others.
Thinking about the pros and cons of different ways to solve a problem.
Figuring out the best way to teach or learn something new.
Keeping track of how well work is progressing so you can make changes or improvements.
Managing your own and other peoples' time to get work done.
Being able to use what you have learnt to solve problems now and again in the future.
54%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
54%Coordination with others
Being adaptable and coordinating work with other people.
Talking people into changing their minds or their behaviour.
Looking for ways to help people.
Bringing people together and trying to sort out their differences.
Teaching people how to do something.
Measuring how well a system is working and how to improve it.
Figuring out how a system should work and how changes in conditions, operations, and the environment will affect it.
43%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
These are important topics, subjects or knowledge areas.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
86%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
77%Education and training
Curriculum and training design, teaching and instruction for individuals and groups, and the measurement of training effects.
English language including the meaning and spelling of words, rules of composition, and grammar.
Arithmetic, algebra, geometry, calculus, or statistics.
62%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
48%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
45%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
42%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
39%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
38%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
34%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
Foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation.
24%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
23%Medicine and dentistry
Diagnose and treat human injuries, diseases, and deformities, including preventive health-care measures.
20%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Plant and animal organisms, their tissues, cells, functions, how they rely on and work with each other and the environment.
19%Sales and marketing
Showing, promoting, and selling including marketing strategy, product demonstration, sales techniques, and sales control systems.
12%Economics and accounting
Economics and accounting, the financial markets, banking and checking and reporting of financial data.
Workers use these physical and mental abilities..
Listen to and understand what people say.
Read and understand written information.
Communicate by speaking.
Write in a way that people can understand.
Use lots of detailed information to come up with answers or make general rules.
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.
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).
Come up with unusual or clever ideas, or creative ways to solve a problem.
50%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.
43%Flexibility of closure
See a pattern (a figure, object, word, or sound) hidden in other distracting material.
Choose the right maths method or formula to solve a problem.
See details that are far away.
Pay attention to something without being distracted.
Do two or more things at the same time.
Use your eyes to quickly compare groups of letters, numbers, pictures, or other things.
These are kinds of activities workers regularly do in this job.
81%Building good relationships
Building good working relationships and keeping them over time.
79%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
78%Giving expert advice
Providing guidance and expert advice to management or other groups.
77%Collecting and organising information
Compiling, coding, categorizing, calculating, tabulating, auditing, or checking information or data.
76%Making sense of information and ideas
Looking at, working with, and understanding data or information.
75%Researching and investigating
Looking for, getting and understanding different kinds of information.
74%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
74%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
73%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
72%Explaining things to people
Helping people to understand and use information.
72%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
72%Helping and caring for others
Providing personal assistance, medical attention, or emotional support.
71%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
70%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
70%Making decisions and solving problems
Using information to work out the best solution and solve problems.
66%Assessing and evaluating things
Working out the value, importance, or quality of things, services or people.
64%Communicating with the public
Giving information to the public, business or government by telephone, in writing, or in person.
63%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
Using your own ideas for developing, designing, or creating something new.
57%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.
Ideas and thinking. Searching for facts and figuring out problems in your head.
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.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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.
Work with people in a group or team.
Talk with people face-to-face.
Use electronic mail.
Talk on the telephone.
93%Being exact or accurate
Be very exact or highly accurate.
92%Impact of decisions
Make decisions that have a large impact on other people.
92%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
89%Frequent decision making
Frequently make decisions that impact other people.
87%Freedom to make decisions
Have freedom to make decision on your own.
86%Lead or coordinate a team
Lead others to do work activities.
85%Letters and memos
Write letters and memos.
Work to strict deadlines.
82%Contact with the public
Work with customers or the public.
81%Physically close to people
Work physically close to other people.
Deal with conflict or disagreements.
Have freedom to decide on tasks, priorities, and goals.
75%Spend time sitting
Spend time sitting at work.
71%Consequence of error
Work where mistakes have serious consequences.
70%Indoors, heat controlled
Work indoors with access to heating or cooling.
66%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
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, 19-3031.01 - School Psychologists.