Secondary School Teachers (Except Special and Career/Technical Education)
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Calculated automation risk
Minimal Risk (0-20%): Occupations in this category have a low probability of being automated, as they typically demand complex problem-solving, creativity, strong interpersonal skills, and a high degree of manual dexterity. These jobs often involve intricate hand movements and precise coordination, making it difficult for machines to replicate the required tasks.
More information on what this score is, and how it is calculated is available here.
User poll
Our visitors have voted there's a low chance this occupation will be automated. This assessment is further supported by the calculated automation risk level, which estimates 16% chance of automation.
What do you think the risk of automation is?
What is the likelihood that Secondary School Teachers, Except Special and Career/Technical Education will be replaced by robots or artificial intelligence within the next 20 years?
Sentiment
The following graph is included wherever there is a substantial amount of votes to render meaningful data. These visual representations display user poll results over time, providing a significant indication of sentiment trends.
Sentiment over time (yearly)
Growth
The number of 'Secondary School Teachers, Except Special and Career/Technical Education' job openings is expected to decline 0.6% by 2033
Total employment, and estimated job openings
Updated projections are due 09-2024.
Wages
In 2023, the median annual wage for 'Secondary School Teachers, Except Special and Career/Technical Education' was $65,220, or $31 per hour
'Secondary School Teachers, Except Special and Career/Technical Education' were paid 35.7% higher than the national median wage, which stood at $48,060
Wages over time
Volume
As of 2023 there were 1,045,170 people employed as 'Secondary School Teachers, Except Special and Career/Technical Education' within the United States.
This represents around 0.7% of the employed workforce across the country
Put another way, around 1 in 145 people are employed as 'Secondary School Teachers, Except Special and Career/Technical Education'.
Job description
Teach one or more subjects to students at the secondary school level.
SOC Code: 25-2031.00
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Comments
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Learning with a teacher can mean a number of scenarios, including utilizing the learning software you mentioned.
The assurance of having someone who knows more than you, or at least knows where to find answers and explain them, will result in teachers have a very secure job.
I haven't even mentioned the emotional support and connection that makes a learning environment better, something I don't foresee AI replacing because seeing assuring words pop up on my screen is not the same as hearing it from a teacher, who is making eye contact with me and using body language.
Due to remote learning and using similar designs that you mentioned, we have seen a 210% spike in high school drop outs, a 600% up shot of kids having at least 2-3 failing grades, and a gap between students who do not have access to tutors, internet or computers (or all three). A robot cannot tell an elementary student to reengage their students, let alone the sheer horror of classroom discipline being thrown out. Also, lets be real honest with secondary students, if they are given a generic problem trust me they will plagiarize and copy that down (just look at quizlet, or "write my paper" for proof). A human being needs to see if a student "gets" what is going on. A Teacher needs to have group interactions (and trust me you cannot do any sort of interactions with remote even with current programs- students just shut their cameras and mute themselves). Unless you are suggesting that a "few" will benefit from this dystopia, if so thank you Nancy Devos for your insight, but we educate everyone, and not the 1%.
Do you think the software being used led to those changes or the pandemic and economic downturn itself?
Easy to pass judgment when you have already drawn your conclusions. I've taught off and on since 2008 (mostly on, mostly secondary). Quizlet is the worst example you could provide of instructional technology we could employ to help all students.
When you discuss the one percent, you highlight a certain security the wealthy have that leads to less interruptions of education and that's a fair point. But I am not trying to describe a dystopia, but rather a better way to differentiate and tailor student learning to their particular needs, desires, strengths, and weaknesses.
Much of what effective teachers do is driven by inputs, points of data, about their students and their teaching. A properly designed system could analyze those inputs and apply strategies to intervene. It doesn't really matter the input, either.
Now that we are rolling out SEL technologies to help our kids, language translation applications that can help English learners, standards-based, interactively branching assessments and activities, the amount of information received is nothing trivial. The digital divide does truly make this a difficult prospect for some students, but that's not the question we are discussing here. Can teachers be replaced by "robots" in the future? Yes. Nothing would be more student-centred.
If the argument is about the socialization of students, that's not facilitated by teachers. It's actually stunted. Imagine learning plans that don't waste time with sages on stages. Imagine a truly adaptive system to check for understanding and intervene. Imagine that happening simultaneously for all students without the interruptions all teachers face daily just trying to teach. I realize virtual, and hybrid, learning did not go well for all students, but it was year one...something never attempted, and there was a society gone wild coupled with the inexperience of systems, personnel, and students.
I love teaching. I take it personally. But, if students were able to learn better from a robot than from me, I wouldn't take it personally. I'd celebrate it.
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