Middle School Teachers
Middle School Teachers teach one or more subjects within a prescribed curriculum to middle school or intermediate school students and promote students' social, emotional, intellectual and physical development.
presenting prescribed curriculum using a range of teaching techniques and materials
developing students' interests, abilities and coordination by way of creative activities
guiding discussions and supervising work in class
preparing, administering and marking tests, projects and assignments to evaluate students' progress and recording the results
discussing individual progress and problems with students and parents, and seeking advice from Student Counsellors and senior teachers
maintaining discipline in classrooms and other school areas
participating in staff meetings, educational conferences and workshops
liaising with parent, community and business groups
maintaining class and scholastic records
performing extra-curricular tasks such as assisting with sport, school concerts, excursions and special interest programs
supervising student teachers on placement
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 very strongly
- is likely to reach 4,600 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 83% of people employed as Middle School Teachers work full-time hours, in all their jobs combined. This is 17 percentage points above the all jobs average (66%).
Full-time workers work an average of 46 hours per week in their main job. This is similar to the all jobs average (44 hours per week).
Median full-time earnings are $2,228 per week, this is much higher than the all jobs median ($1,593):
- 3 in 4 workers earn more than $1,802
- 1 in 4 earn more than $2,388
Median hourly earnings are $59, this is more than 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. 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||Middle School Teachers||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.
Most Middle School Teachers work in the Education and training industry.
Source: ABS Labour Force Survey, annual average 2021.
Employment across Australia
Employment by State and Territory (% Share)
|State||Middle School Teachers||All Jobs Average|
Around 64% of Middle School Teachers live in capital cities, compared with the all jobs average of 62%.
South Australia and the Northern Territory have a large share of employment relative to their 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 Middle School Teachers is 39 years. This is similar to the all jobs average of 40 years.
A large share of workers are aged 25 to 34 years.
Females make up 66% of the workforce. This is 18 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||Middle School Teachers||All Jobs Average|
|65 and Over||1.1||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 bachelor degree in education is usually needed to work as a Middle School Teacher. An alternative pathway is a degree in a relevant field followed by a postgraduate qualification in secondary education.
Registration or licencing 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||Middle School Teachers||All Jobs Average|
|Post Graduate/Graduate Diploma or Graduate Certificate||32.2||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 Middle School Teachers who demonstrate an enthusiastic and positive attitude, can connect well with others and work well in a team.
Skills can be improved through training or experience.
Reading work related information.
Listening to others, not interrupting, and asking good questions.
Teaching people how to do something.
Figuring out the best way to teach or learn something new.
Talking to others.
Writing things for co-workers or customers.
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.
Keeping track of how well work is progressing so you can make changes or improvements.
50%Coordination with others
Being adaptable and coordinating work with other people.
Thinking about the pros and cons of different ways to solve a problem.
Managing your own and other peoples' time to get work done.
48%Judgment and decision making
Figuring out the pros and cons of different options and choosing the best one.
Bringing people together and trying to sort out their differences.
Looking for ways to help people.
Talking people into changing their minds or their behaviour.
43%Complex problem solving
Noticing a problem and figuring out the best way to solve it.
Measuring how well a system is working and how to improve it.
39%Management of personnel resources
Motivating, developing, and directing people as they work, and choosing the best people for the job.
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.
79%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.
63%Customer and personal service
Understanding customer needs, providing good quality service, and measuring customer satisfaction.
Arithmetic, algebra, geometry, calculus, or statistics.
57%Computers and electronics
Circuit boards, processors, chips, electronic equipment, and computer hardware and software, including applications and programming.
54%Communications and media
Media production, communication, and dissemination. Includes written, spoken, and visual media.
51%Sociology and anthropology
Group behaviour and dynamics, societal trends and influences, human migrations, ethnicity, cultures and their history and origins.
Human behaviour; differences in ability, personality, and interests; learning and motivation; research methods; assessing and treating disorders.
48%History and archeology
Events of the past, their causes, how we learn about them, and how they influence the way we live today.
Word processing, managing files and records, stenography and transcription, designing forms, and other office work.
Describing land, sea, and air, including their physical characteristics, locations, how they work together, and the location of plant, animal, and human life.
44%Philosophy and theology
Philosophical systems and religions, including their basic principles, values, ethics, ways of thinking, customs, practices, and impact on society.
44%Administration and management
Business principles involved in strategic planning, leadership, and coordinating people and resources.
38%Therapy and counselling
Diagnosis, treatment, and rehabilitation of physical and mental dysfunctions, and career counselling and guidance.
37%Public safety and security
Use of equipment, rules and ideas to protect people, data, property, and institutions.
Compose, produce, and perform works of music, dance, visual arts, drama, and sculpture.
33%Law and government
How our laws and courts work. Government rules and regulations, and the political system.
30%Personnel and human resources
Recruiting and training people, managing pay and other entitlements (like sick leave), and negotiating pay and conditions.
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.
Write in a way that people can understand.
Read and understand written information.
Use general rules to find answers or solve problems logically.
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.
50%Sorting or ordering
Order or arrange things in a pattern or sequence (e.g., numbers, letters, words, pictures, mathematical operations).
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.
Come up with different ways of grouping things.
See details that are far away.
Come up with a number of ideas about a topic, even if the ideas aren't very good.
Remember things like words, numbers, pictures, and procedures.
Choose the right maths method or formula to solve a problem.
Pay attention to something without being distracted.
Do two or more things at the same time.
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%Planning and prioritising work
Deciding on goals and putting together a detailed plan to get the work done.
68%Communicating within a team
Giving information to co-workers by telephone, in writing, or in person.
Using your own ideas for developing, designing, or creating something new.
67%Building good relationships
Building good working relationships and keeping them over time.
66%Coaching and developing others
Working out the needs of others and coaching, mentoring, or helping them to improve.
65%Coordinating the work of a team
Getting members of a group to work together to finish a task.
65%Keeping your knowledge up-to-date
Keeping up-to-date with technology and new ideas.
63%Explaining things to people
Helping people to understand and use information.
61%Training and teaching others
Understanding the needs of others, developing training programs, and teaching or instructing.
60%Coming up with systems and processes
Deciding on goals and figuring out what you need to do to achieve them.
57%Working with the public
Greeting or serving customers, clients or guests, and public speaking or performing.
56%Documenting or recording information
Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form.
55%Researching and investigating
Looking for, getting and understanding different kinds of information.
54%Monitoring people, processes and things
Checking objects, actions, or events, and keeping an eye out for problems.
53%Making decisions and solving problems
Using information to work out the best solution and solve problems.
53%Negotiating and resolving conflicts
Handling complaints and disagreements, and negotiating with people.
52%Looking for changes over time
Comparing objects, actions, or events. Looking for differences between them or changes over time.
52%Leading and encouraging a team
Encouraging and building trust, respect, and cooperation among team members.
48%Working with computers
Using computers to program, write software, set up functions, enter data, or process information.
47%Checking compliance with standards
Deciding whether events or processes comply with laws, regulations, or standards.
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.
Ideas and thinking. Searching for facts and figuring out problems in your head.
Starting up and carrying out projects. Leading people and making many decisions. Sometimes require risk taking and often deal with business.
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.
Job security and good working conditions. There is usually a steady flow of interesting work, and the pay and conditions are generally good.
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.
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.
96%Contact with people
Have contact with people by telephone, face-to-face, or any other way.
Talk with people face-to-face.
95%Indoors, heat controlled
Work indoors with access to heating or cooling.
92%Freedom to make decisions
Have freedom to make decision on your own.
Use electronic mail.
88%Physically close to people
Work physically close to other people.
Have freedom to decide on tasks, priorities, and goals.
Deal with conflict or disagreements.
84%Spend time standing
Spend time standing at work.
Work with people in a group or team.
81%Being exact or accurate
Be very exact or highly accurate.
81%Contact with the public
Work with customers or the public.
80%Lead or coordinate a team
Lead others to do work activities.
80%Frequent decision making
Frequently make decisions that impact other people.
Talk to a group of people.
Talk on the telephone.
75%Angry or unpleasant people
Deal with unpleasant, angry, or rude people.
Work to strict deadlines.
71%Letters and memos
Write letters and memos.
71%Impact of decisions
Make decisions that have a large impact on other 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, 25-2022.00 - Middle School Teachers, Except Special and Career/Technical Education.