View occupational profile

Search the OaSIS
View all occupations A-Z Advanced search

Secondary school teachers

OaSIS code 41220.00

Secondary school teachers prepare and teach academic, technical, vocational or specialized subjects at public and private secondary schools. Secondary school teachers who are heads of departments are included in this unit group.

Overview

Also known as

  • Adult education teacher - secondary school
  • Biology teacher - secondary school
  • Commerce teacher - secondary school
  • English as a second language (ESL) high school teacher
  • English teacher - secondary school
  • French as a second language teacher - secondary school
  • History teacher - secondary school
  • Librarian-teacher - high school
  • Remedial teacher - secondary school
  • Secondary school department head
  • Secondary school teacher
  • Special education teacher - secondary school
  • Supply high school teacher
  • Trades instructor - secondary school
  • Vocational teacher - secondary school

Main duties

This group performs some or all of the following duties:

  • Prepare subject material for presentation to students according to an approved curriculum
  • Teach students using a systematic plan of lectures, discussions, audio-visual presentations, and laboratory, shop and field studies
  • Assign and correct homework
  • Prepare, administer and correct tests
  • Evaluate progress, determine individual needs of students and discuss results with parents and school officials
  • Prepare and implement remedial programs for students requiring extra help
  • Participate in staff meetings, educational conferences and teacher training workshops
  • May teach and evaluate students through distance or online courses
  • May advise students on course selection and on vocational and personal matters
  • May supervise student teachers.

Additional information

  • Progression to vice-principal or other administrative positions in the education system is possible with experience.
  • In Quebec, trades training programs are usually offered in the secondary school system.
  • Secondary school teachers may specialize in such areas as mathematics, English, French, special education or second language instruction. Secondary school teachers of vocational and trades subjects may specialize in areas such as hairdressing or auto mechanics.

Similar occupations classified elsewhere

Exclusions:

  • School principals and administrators of elementary and secondary education (40021)
  • College and other vocational instructors (41210)
  • Educational counsellors (41320)
  • Elementary school and kindergarten teachers (41221)
  • Other instructors (43109)
  • Instructors of persons with disabilities (42203)
  • Elementary and secondary school teacher assistants (43100)
  • Psychoeducator (in 41301.00 Therapists in counselling and related specialized therapies)
  • Secondary school librarian (in 52100.01 Library Technicians)

Skills match:

View occupations with similar skills and abilities requirements

NOC hierarchy breakdown

NOC version

NOC 2021 Version 1.0

Broad occupational category

4 – Occupations in education, law and social, community and government services

TEER

1 – Occupations usually require a university degree

Major group

41 – Professional occupations in law, education, social, community and government services

Sub-major group

412 – Professional occupations in education services

Minor group

4122 – Secondary, elementary and kindergarten school teachers

Unit group

41220 – Secondary school teachers

Occupational profile

41220.00 – Secondary school teachers

Work characteristics

Work characteristics gathers the various components describing the work environment of each occupation, such as employers, work activities, and the work context. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of complexity (for Work Activities) or other measurement dimensions (for Work Context), and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Work Activities

Proficiency or complexity level
Coaching and Developing Others
5 - Highest Level
Training and Teaching
5 - Highest Level
Assisting and Caring for Others
4 - High Level
Communicating with Coworkers
4 - High Level
Coordinating the Work and Activities of Others
4 - High Level

Work Context

Structural Job Characteristics

Structured versus Unstructured Work
Degree of freedom to determine tasks and priorities
4 - High amount of freedom
Work Week Duration
Worked hours in a typical week
2 - Between 35 to 40 hours

Physical Work Environment

Physical Proximity
Physical distance from others
3 - Somewhat close (e.g. share office)

Physical Demands

Sitting
Duration
3 - About half the time
Standing
Duration
3 - About half the time
Bending or Twisting the Body
Duration
1 - Very little time

Interpersonal Relations

Contact with Others
Frequency
5 - Every day, almost continuously
Duration
4 - More than half the time
Work with Work Group or Team
Importance
3 - Important
Frequency
2 - Once a month or more but not every week

Workplaces/employers

  • Private secondary schools
  • Public secondary schools

Skills and abilities

This section displays the various competencies required for an occupation. Each category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency (for Skills and Abilities) or importance (for Personal Attributes) and secondly, in alphabetical order. The whole list of descriptors and their ratings can be expanded at the bottom of each page.

Abilities

Proficiency or complexity level
Memorizing
4 - High Level
Speech Clarity
4 - High Level
Speech Recognition
4 - High Level
Verbal Ability
4 - High Level
Written Expression
4 - High Level

Skills

Proficiency or complexity level
Instructing
5 - Highest Level
Learning and Teaching Strategies
5 - Highest Level
Evaluation
4 - High Level
Oral Communication: Active Listening
4 - High Level
Oral Communication: Oral Expression
4 - High Level

Personal Attributes

Importance
Adaptability
5 - Extremely important
Concern for Others
5 - Extremely important
Service Orientation
5 - Extremely important
Active Learning
4 - Highly important
Collaboration
4 - Highly important

Interests

The OaSIS uses the Holland Codes to describe the work-related interests. According to the Holland model, people work best in work environments that match their preferences, which means that people and work environments can be matched for a best fit. Occupational environments in Holland’s theory are described according to a combination of main interests and the activities they represent. There are six interests in the Holland typology: Realistic, Investigative, Artistic, Social, Enterprising and Conventional. All occupations in OaSIS have up to three interests assigned to them.

Interests

Preferences for work environments and outcomes.

Interests profile: SEI

Social (S)

Social occupations are characterized by the dominance of activities that entail the interaction with others to inform, train, aid, develop, cure, or enlighten. These occupations often involve helping or providing service to others, teaching, working or communicating with people.

Enterprising (E)

Enterprising occupations are characterized by the dominance of action-oriented activities to attain organizational or self-interest goals. They frequently involve starting up and carrying out projects, influencing, leading or mobilizing people, making decisions, and sometimes require risk taking and dealing with business.

Investigative (I)

Investigative occupations are characterized by the dominance of activities that entail the observation and systematic or creative investigation of physical, biological, or cultural phenomena. These occupations require an extensive amount of thinking and frequently involve working with ideas, searching for facts and figuring out problems mentally.

Employment requirements

Employment requirements includes the education, training, certifications and the knowledge required to work in each occupation. The Knowledge category displays up to 10 descriptors in descending order based, firstly, on their attributed ratings by the level of proficiency, and secondly, in alphabetical order. The whole list of Knowledge descriptors and their ratings can be expanded at the bottom of each page.

Education, certification and licensing

  • Teachers of academic subjects require a bachelor's degree in education which is often preceded by a bachelor's degree in the arts or sciences.
  • Teachers of vocational or technical subjects require a bachelor's degree in education which is usually preceded by specialized training or experience in the subject.
  • Instructors of trades in Quebec require completion of an apprenticeship training program and industry or trade certification.
  • Department heads usually require several years of teaching experience.
  • To specialize in special education or English or French as a second language, additional training is required.
  • A provincial teaching certificate is required.
  • Membership in a provincial or territorial teachers' association or federation may be required.

Knowledge

Knowledge level
Performance Measurement
3 - Advanced Level
Teaching
3 - Advanced Level
Training, Mentoring and Coaching
3 - Advanced Level
Clerical
2 - Intermediate Level
Client Service
2 - Intermediate Level

Skills for success

 
Skills for Success Model
 
Skills for Success are skills that help you in a quickly changing world. Everyone benefits from having these skills. They can help you to get a job, progress at your current job or even change jobs. The skills also help you become an active member of your community and succeed in learning.
 
 
Linkages Between ESDC Skills Models and Frameworks
 
ESDC makes available a dictionary of over 300 terms (or descriptors) and definitions, known as the Skills and Competencies Taxonomy (SCT). Descriptor information from the Taxonomy is used in the Occupational and Skills Information System (OaSIS).
 
While there is general commonality of meaning between the descriptors in the SCT and the Skills for Success model, there are some differences in their definitions due to their distinct purposes. The Skills for Success Model [9 broadly defined skills] identifies the skills that are universally applicable. The SCT displays specific skills and competency requirements for 900 occupations. Users of the Skills for Success Model and Essential Skills content may find competency information from the Taxonomy and the OaSIS to be complementary.
 
Stay tuned to this section for more information and updates regarding linkages between the Skills for Success model and the OaSIS.

O*NET in-it

This page includes information from the O*NET 27.2 Database by the U.S. Department of Labor, Employment and Training Administration (USDOL/ETA). Used under the CC BY 4.0 license. O*NET® is a trademark of USDOL/ETA. Employment and Social Development Canada has modified all or some of this information. USDOL/ETA has not approved, endorsed, or tested these modifications.

Report a problem on this page
Date modified: