Teachers in Demand
National Center for Education Statistics/ed.gov
Job opportunities for teachers over the next 10 years will vary from good to excellent, depending on the locality, grade level, and subject taught. Most job openings will result from the need to replace the large number of teachers who are expected to retire over the 2004-14 period. Also, many beginning teachers decide to leave teaching after a year or two—especially those employed in poor, urban schools—creating additional job openings for teachers. Shortages of qualified teachers will likely continue, resulting in competition among some localities, with schools luring teachers from other States and districts with bonuses and higher pay.
Through 2014, overall student enrollments in elementary, middle, and secondary schools—a key factor in the demand for teachers—are expected to rise more slowly than in the past as children of the baby boom generation leave the school system. This will cause employment to grow as fast as the average for teachers from kindergarten through the secondary grades. Projected enrollments will vary by region. Fast-growing States in the West—particularly California, Idaho, Hawaii, Alaska, Utah, and New Mexico—will experience the largest enrollment increases. Enrollments in the South will increase at a more modest rate than in recent years, while those in the Northeast and Midwest are expected to hold relatively steady or decline. Teachers who are geographically mobile and who obtain licensure in more than one subject should have a distinct advantage in finding a job.
The job market for teachers also continues to vary by school location and by subject taught. Job prospects should be better in inner cities and rural areas than in suburban districts. Many inner cities—often characterized by overcrowded, ill-equipped schools and higher-than-average poverty rates—and rural areas—characterized by their remote location and relatively low salaries—have difficulty attracting and retaining enough teachers. Currently, many school districts have difficulty hiring qualified teachers in some subject areas—most often mathematics, science (especially chemistry and physics), bilingual education, and foreign languages. Increasing enrollments of minorities, coupled with a shortage of minority teachers, should cause efforts to recruit minority teachers to intensify. Also, the number of non-English-speaking students will continue to grow, creating demand for bilingual teachers and for those who teach English as a second language. Specialties that have an adequate number of qualified teachers include general elementary education, physical education, and social studies. Qualified vocational teachers also are currently in demand in a variety of fields at both the middle school and secondary school levels.
The number of teachers employed is dependent as well on State and local expenditures for education and on the enactment of legislation to increase the quality and scope of public education. At the Federal level, there has been a large increase in funding for education, particularly for the hiring of qualified teachers in lower income areas. Also, some States are instituting programs to improve early childhood education, such as offering full day kindergarten and universal preschool. These last two programs, along with projected higher enrollment growth for preschool age children, will create many new jobs for preschool teachers, which are expected to grow much faster than the average for all occupations.
The supply of teachers is expected to increase in response to reports of improved job prospects, better pay, more teacher involvement in school policy, and greater public interest in education. In recent years, the total number of bachelor’s and master’s degrees granted in education has increased steadily. Because of a shortage of teachers in certain locations, and in anticipation of the loss of a number of teachers to retirement, many States have implemented policies that will encourage more students to become teachers. In addition, more teachers may be drawn from a reserve pool of career changers, substitute teachers, and teachers completing alternative certification programs.