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Teach one or more subjects to students at the middle, intermediate, or junior high school level.
Communication skills. Teachers must share ideas with their students, other teachers, and school administrators and staff. In addition, they need to discuss student progress with parents.
Patience. Middle school teachers must stay calm in challenging situations, such as when students struggle with material or create disturbances in class.
Physical stamina. Working with middle school students can be tiring. Teachers need to keep up with the students physically, mentally, and emotionally.
Resourcefulness. Middle school teachers need to get students engaged in learning and adapt lessons to each student’s needs.
| A3 | Your Strengths | Importance |
Characteristics of this Career |
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95% | Dependability - Job requires being reliable, responsible, and dependable, and fulfilling obligations. | |
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95% | Integrity - Job requires being honest and ethical. | |
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92% | Adaptability/Flexibility - Job requires being open to change (positive or negative) and to considerable variety in the workplace. | |
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92% | Cooperation - Job requires being pleasant with others on the job and displaying a good-natured, cooperative attitude. | |
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92% | Self-Control - Job requires maintaining composure, keeping emotions in check, controlling anger, and avoiding aggressive behavior, even in very difficult situations. | |
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92% | Stress Tolerance - Job requires accepting criticism and dealing calmly and effectively with high-stress situations. | |
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91% | Initiative - Job requires a willingness to take on responsibilities and challenges. | |
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90% | Persistence - Job requires persistence in the face of obstacles. | |
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87% | Concern for Others - Job requires being sensitive to others' needs and feelings and being understanding and helpful on the job. | |
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87% | Attention to Detail - Job requires being careful about detail and thorough in completing work tasks. | |
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86% | Achievement/Effort - Job requires establishing and maintaining personally challenging achievement goals and exerting effort toward mastering tasks. | |
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84% | Leadership - Job requires a willingness to lead, take charge, and offer opinions and direction. | |
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82% | Analytical Thinking - Job requires analyzing information and using logic to address work-related issues and problems. | |
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81% | Independence - Job requires developing one's own ways of doing things, guiding oneself with little or no supervision, and depending on oneself to get things done. | |
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79% | Innovation - Job requires creativity and alternative thinking to develop new ideas for and answers to work-related problems. | |
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76% | Social Orientation - Job requires preferring to work with others rather than alone, and being personally connected with others on the job. |
| A3 | Your Strengths | Importance |
Strengths |
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100% | Social - Work involves helping, teaching, advising, assisting, or providing service to others. Social occupations are often associated with social, health care, personal service, teaching/education, or religious activities. | |
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67% | Artistic - Work involves creating original visual artwork, performances, written works, food, or music for a variety of media, or applying artistic principles to the design of various objects and materials. Artistic occupations are often associated with visual arts, applied arts and design, performing arts, music, creative writing, media, or culinary art. |
| A3 | Your Strengths | Importance |
Values of the Work Environment |
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89% | Relationships - Occupations that satisfy this work value allow employees to provide service to others and work with co-workers in a friendly non-competitive environment. Corresponding needs are Co-workers, Moral Values and Social Service. | |
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72% | Independence - Occupations that satisfy this work value allow employees to work on their own and make decisions. Corresponding needs are Creativity, Responsibility and Autonomy. | |
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67% | Achievement - Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment. Corresponding needs are Ability Utilization and Achievement. | |
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61% | Working Conditions - Occupations that satisfy this work value offer job security and good working conditions. Corresponding needs are Activity, Compensation, Independence, Security, Variety and Working Conditions. |
| A3 | Your Strengths | Importance |
Abilities | Cognitive, Physical, Personality |
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78% | Oral Expression - The ability to communicate information and ideas in speaking so others will understand. | |
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75% | Written Comprehension - The ability to read and understand information and ideas presented in writing. | |
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75% | Oral Comprehension - The ability to listen to and understand information and ideas presented through spoken words and sentences. | |
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75% | Speech Clarity - The ability to speak clearly so others can understand you. | |
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72% | Written Expression - The ability to communicate information and ideas in writing so others will understand. | |
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72% | Speech Recognition - The ability to identify and understand the speech of another person. | |
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69% | Problem Sensitivity - The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem. | |
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69% | Deductive Reasoning - The ability to apply general rules to specific problems to produce answers that make sense. | |
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66% | Near Vision - The ability to see details at close range (within a few feet of the observer). | |
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66% | Information Ordering - The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations). | |
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60% | Inductive Reasoning - The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events). | |
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56% | Fluency of Ideas - The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity). | |
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53% | Originality - The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem. |
| A3 | Your Strengths | Importance |
Skills | Cognitive, Physical, Personality |
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57% | Reading Comprehension - Understanding written sentences and paragraphs in work-related documents. | |
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57% | Active Listening - Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times. | |
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57% | Writing - Communicating effectively in writing as appropriate for the needs of the audience. | |
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57% | Speaking - Talking to others to convey information effectively. | |
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57% | Monitoring - Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action. | |
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57% | Social Perceptiveness - Being aware of others' reactions and understanding why they react as they do. | |
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57% | Instructing - Teaching others how to do something. | |
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57% | Learning Strategies - Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things. | |
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55% | Active Learning - Understanding the implications of new information for both current and future problem-solving and decision-making. | |
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52% | Critical Thinking - Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems. | |
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52% | Coordination - Adjusting actions in relation to others' actions. |
| A3 | Your Strengths | Importance |
Attributes & Percentage of Time Spent |
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100% | Electronic Mail - How often do you use electronic mail in this job? | |
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97% | Face-to-Face Discussions - How often do you have to have face-to-face discussions with individuals or teams in this job? | |
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97% | Contact With Others - How much does this job require the worker to be in contact with others (face-to-face, by telephone, or otherwise) in order to perform it? | |
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91% | Indoors, Environmentally Controlled - How often does this job require working indoors in environmentally controlled conditions? | |
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89% | Work With Work Group or Team - How important is it to work with others in a group or team in this job? | |
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89% | Public Speaking - How often do you have to perform public speaking in this job? | |
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87% | Coordinate or Lead Others - How important is it to coordinate or lead others in accomplishing work activities in this job? | |
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81% | Freedom to Make Decisions - How much decision making freedom, without supervision, does the job offer? | |
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80% | Structured versus Unstructured Work - To what extent is this job structured for the worker, rather than allowing the worker to determine tasks, priorities, and goals? | |
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77% | Frequency of Conflict Situations - How often are there conflict situations the employee has to face in this job? | |
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77% | Deal With External Customers - How important is it to work with external customers or the public in this job? | |
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74% | Impact of Decisions on Co-workers or Company Results - What results do your decisions usually have on other people or the image or reputation or financial resources of your employer? | |
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73% | Telephone - How often do you have telephone conversations in this job? | |
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73% | Sounds, Noise Levels Are Distracting or Uncomfortable - How often does this job require working exposed to sounds and noise levels that are distracting or uncomfortable? | |
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70% | Physical Proximity - To what extent does this job require the worker to perform job tasks in close physical proximity to other people? | |
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70% | Frequency of Decision Making - How frequently is the worker required to make decisions that affect other people, the financial resources, and/or the image and reputation of the organization? | |
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70% | Importance of Being Exact or Accurate - How important is being very exact or highly accurate in performing this job? | |
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69% | Time Pressure - How often does this job require the worker to meet strict deadlines? | |
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69% | Deal With Unpleasant or Angry People - How frequently does the worker have to deal with unpleasant, angry, or discourteous individuals as part of the job requirements? | |
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67% | Letters and Memos - How often does the job require written letters and memos? | |
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66% | Spend Time Standing - How much does this job require standing? | |
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60% | Responsible for Others' Health and Safety - How much responsibility is there for the health and safety of others in this job? | |
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54% | Exposed to Disease or Infections - How often does this job require exposure to disease/infections? | |
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53% | Level of Competition - To what extent does this job require the worker to compete or to be aware of competitive pressures? | |
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52% | Responsibility for Outcomes and Results - How responsible is the worker for work outcomes and results of other workers? | |
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89% | Duration of Typical Work Week - Number of hours typically worked in one week. |
| A3 | Your Strengths | Importance |
Tasks & Values |
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87% | Establishing and Maintaining Interpersonal Relationships - Developing constructive and cooperative working relationships with others, and maintaining them over time. | |
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87% | Coaching and Developing Others - Identifying the developmental needs of others and coaching, mentoring, or otherwise helping others to improve their knowledge or skills. | |
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84% | Developing Objectives and Strategies - Establishing long-range objectives and specifying the strategies and actions to achieve them. | |
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84% | Communicating with Supervisors, Peers, or Subordinates - Providing information to supervisors, co-workers, and subordinates by telephone, in written form, e-mail, or in person. | |
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84% | Organizing, Planning, and Prioritizing Work - Developing specific goals and plans to prioritize, organize, and accomplish your work. | |
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82% | Getting Information - Observing, receiving, and otherwise obtaining information from all relevant sources. | |
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81% | Training and Teaching Others - Identifying the educational needs of others, developing formal educational or training programs or classes, and teaching or instructing others. | |
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79% | Making Decisions and Solving Problems - Analyzing information and evaluating results to choose the best solution and solve problems. | |
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78% | Identifying Objects, Actions, and Events - Identifying information by categorizing, estimating, recognizing differences or similarities, and detecting changes in circumstances or events. | |
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77% | Evaluating Information to Determine Compliance with Standards - Using relevant information and individual judgment to determine whether events or processes comply with laws, regulations, or standards. | |
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76% | Thinking Creatively - Developing, designing, or creating new applications, ideas, relationships, systems, or products, including artistic contributions. | |
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73% | Updating and Using Relevant Knowledge - Keeping up-to-date technically and applying new knowledge to your job. | |
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72% | Processing Information - Compiling, coding, categorizing, calculating, tabulating, auditing, or verifying information or data. | |
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72% | Documenting/Recording Information - Entering, transcribing, recording, storing, or maintaining information in written or electronic/magnetic form. | |
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71% | Analyzing Data or Information - Identifying the underlying principles, reasons, or facts of information by breaking down information or data into separate parts. | |
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71% | Developing and Building Teams - Encouraging and building mutual trust, respect, and cooperation among team members. | |
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71% | Monitoring Processes, Materials, or Surroundings - Monitoring and reviewing information from materials, events, or the environment, to detect or assess problems. | |
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70% | Scheduling Work and Activities - Scheduling events, programs, and activities, as well as the work of others. | |
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70% | Assisting and Caring for Others - Providing personal assistance, medical attention, emotional support, or other personal care to others such as coworkers, customers, or patients. | |
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69% | Resolving Conflicts and Negotiating with Others - Handling complaints, settling disputes, and resolving grievances and conflicts, or otherwise negotiating with others. | |
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67% | Interpreting the Meaning of Information for Others - Translating or explaining what information means and how it can be used. | |
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66% | Working with Computers - Using computers and computer systems (including hardware and software) to program, write software, set up functions, enter data, or process information. | |
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65% | Communicating with People Outside the Organization - Communicating with people outside the organization, representing the organization to customers, the public, government, and other external sources. This information can be exchanged in person, in writing, or by telephone or e-mail. | |
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65% | Judging the Qualities of Objects, Services, or People - Assessing the value, importance, or quality of things or people. | |
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65% | Coordinating the Work and Activities of Others - Getting members of a group to work together to accomplish tasks. | |
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61% | Guiding, Directing, and Motivating Subordinates - Providing guidance and direction to subordinates, including setting performance standards and monitoring performance. |
Middle school teachers educate students, typically in sixth through eighth grade. Middle school teachers help students build on the fundamentals taught in elementary school and prepare students for high school.
Middle school teachers typically do the following:
Middle school typically goes from sixth to eighth grades. However, in some school districts, middle school may begin in fourth grade or extend through ninth grade.
In many schools, middle school teachers are responsible for certain subjects. For example, one teacher may teach math to several different classes of students throughout the day. However, other middle school teachers instruct on every subject to a single class.
Teachers use time during the day when they do not have classes to plan lessons, grade assignments, or meet with other teachers and staff.
Some middle schools have English as a second language (ESL) or English for speakers of other languages (ESOL) teachers who work with students learning the English language. ESL and ESOL teachers work with students individually or in groups to help them improve their English language skills and to help the students with assignments for their classes.
Middle school teachers may also work with special education teachers to adapt lessons. In some cases, middle school teachers may co-teach lessons with special education teachers.
Teachers must be comfortable using and learning new technology. With parents, teachers may use text-messaging applications to communicate about students’ assignments and upcoming events. With their students, teachers may create websites or discussion boards to present information or to expand on a lesson taught in class.
Some middle school teachers coach sports teams and advise student clubs and groups, whose practices and meetings frequently take place before or after school.
Middle school teachers held about 625,500 jobs in 2022. The largest employers of middle school teachers were as follows:
| Elementary and secondary schools; local | 85% |
Most states have tenure laws, which provide job security after a certain number of years of satisfactory teaching.
Middle school teachers may find it rewarding to watch students develop new skills and gain an appreciation for knowledge and learning. However, teaching may be stressful. Schools may have large classes and lack important teaching tools, such as current technology and textbooks. Some states are developing teacher mentoring programs and teacher development courses to help with the challenges of being a teacher.
Working with middle school students as they become adolescents also can be challenging. Teachers need to be aware of and understand what their students are going through outside of the classroom.
Middle school teachers generally work during school hours when students are present. They may meet with parents, students, and other teachers before and after school. Teachers who coach sports or advise clubs generally do so before or after school. They often spend time in the evenings and on weekends grading papers and preparing lessons.
Many teachers work a traditional 10-month school year and have a 2-month break during the summer. They also have a short midwinter break. Some teachers work during the summer.
Teachers in districts with a year-round schedule typically work 9 weeks in a row and then have a break for 3 weeks before starting a new school session.
Middle school teachers typically need a bachelor’s degree. In addition, public school teachers must have a state-issued certification or license.
All states require public middle school teachers to have at least a bachelor’s degree. Many states require middle school teachers to major in a content area, such as mathematics or history. Other states require middle school teachers to major in elementary education.
Middle school teachers typically enroll in their college’s teacher education program, which instructs them on presenting information to students of different abilities and backgrounds. Programs typically include a student-teaching program, in which they work with a mentor teacher and get experience teaching students in a classroom setting. For information about teacher preparation programs in your state, visit Teach.org.
Some states require middle school teachers to earn a master’s degree after receiving their teaching certification and obtaining a job.
Teachers in private schools do not need to meet state requirements. However, private schools typically seek middle school teachers who have a bachelor’s degree and a major in elementary education or a content area.
All states require teachers in public schools to be licensed or certified in the specific grade level that they will teach. Those who teach in private schools typically do not need a license. Requirements for certification or licensure vary by state but generally involve the following:
For information about certification requirements in your state, visit Teach.org. Teachers are often required to complete professional development classes to keep their license or certification. Some states require teachers to complete a master’s degree after receiving their certification and obtaining a job.
All states offer an alternative route to certification or licensure for people who already have a bachelor’s degree but lack the education courses required for certification. Some alternative certification programs allow candidates to begin teaching immediately under the supervision of an experienced teacher. These programs cover teaching methods and child development. After they complete the program, candidates are awarded full certification. Other programs require students to take classes in education before they can teach.
Experienced teachers may advance to serve as mentors to new teachers; they may also become lead teachers. In these positions, they help less experienced teachers to improve teaching skills.
With additional education or certification, teachers may become school counselors, school librarians, or instructional coordinators. Some become assistant principals or principals, both of which generally require additional education in education administration or leadership. For more information, see the profiles on school and career counselors, librarians, instructional coordinators, and elementary, middle, and high school principals.
Employment of middle school teachers is projected to show little or no change from 2022 to 2032.
Despite limited employment growth, about 42,200 openings for middle school teachers are projected each year, on average, over the decade. Most of those openings are expected to result from the need to replace workers who transfer to different occupations or exit the labor force, such as to retire.
The number of students in public middle schools is expected to decrease over the projections decade. The number of classes needed to accommodate these students will depend on class size, with larger classes requiring fewer teachers than smaller ones.
Employment growth for middle school teachers also will depend on state and local government budgets. If state and local governments experience budget deficits, they may increase class size while maintaining or reducing teaching staff levels. Conversely, budget surpluses at the state and local level could lead to additional employment growth for middle school teachers.
For more information about teaching and becoming a teacher, visit
American Federation of Teachers
National Education Association
For more information about teacher preparation programs, visit
This table shows a list of occupations with job duties that are similar to those of middle school teachers.
| Occupation | Job Duties | Entry-Level Education | Median Annual Pay, May 2022 | |
|---|---|---|---|---|
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Career and Technical Education Teachers |
Career and technical education teachers instruct students in various technical and vocational subjects, such as auto repair, healthcare, and culinary arts. |
Bachelor's degree | $61,450 |
|
Childcare Workers |
Childcare workers attend to children's needs while helping to foster early development. |
High school diploma or equivalent | $28,520 |
|
Elementary, Middle, and High School Principals |
Elementary, middle, and high school principals oversee all school operations, including daily school activities. |
Master's degree | $101,320 |
|
High School Teachers |
High school teachers teach academic lessons and various skills that students will need to attend college and to enter the job market. |
Bachelor's degree | $62,360 |
|
Instructional Coordinators |
Instructional coordinators oversee school curriculums and teaching standards. They develop instructional material, implement it, and assess its effectiveness. |
Master's degree | $66,490 |
|
Librarians and Library Media Specialists |
Librarians and library media specialists help people find information and conduct research for personal and professional use. |
Master's degree | $61,660 |
|
Postsecondary Teachers |
Postsecondary teachers instruct students in a variety of academic subjects beyond the high school level. |
See How to Become One | $80,840 |
|
Preschool Teachers |
Preschool teachers educate and care for children younger than age 5 who have not yet entered kindergarten. |
Associate's degree | $35,330 |
|
School and Career Counselors and Advisors |
School counselors help students develop academic and social skills. Career counselors and advisors help people choose a path to employment. |
Master's degree | $60,140 |
|
Social Workers |
Social workers help people prevent and cope with problems in their everyday lives. |
See How to Become One | $55,350 |
|
Special Education Teachers |
Special education teachers work with students who have a wide range of learning, mental, emotional, and physical disabilities. |
Bachelor's degree | $62,950 |
|
Teacher Assistants |
Teacher assistants work with a licensed teacher to give students additional attention and instruction. |
Some college, no degree | $30,920 |
|
Kindergarten and Elementary School Teachers |
Kindergarten and elementary school teachers instruct young students in basic subjects in order to prepare them for future schooling. |
Bachelor's degree | $61,620 |