Also known as Automotive Instructor; Automotive Technology Instructor; Cosmetology Instructor; Flight Instructor; HVAC-R Instructor (Heating, Ventilation, Air Conditioning, And Refrigeration Instructor); Instructor; Professor; Teacher; Welding Instructor
Also known as Automotive Instructor; Automotive Technology Instructor; Cosmetology Instructor; Flight Instructor; HVAC-R Instructor (Heating, Ventilation, Air Conditioning
Technical Education Professors teach vocational courses intended to provide occupational training below the baccalaureate level in subjects such as construction, mechanics/repair, manufacturing, transportation, or cosmetology, primarily to students who have graduated from or left high school.
In addition, Technical Education Professors teaching takes place in public or private schools whose primary business is academic or vocational education.
Technical Education Professors are often responsible for overseeing or executing some or all of the following tasks:
The above responsibilities are specific to Technical Education Professors. More generally, Technical Education Professors are involved in several broader types of activities:
The median salary for a Technical Education Professor is $55,620, and the average salary is $61,710. Both the median and average roughly describe the middle of the Technical Education Professor salary range, but the average is more easily affected by extremely high or low salaries.
Many Technical Education Professors earn significantly more or less than the average, due to several factors. About 10% of Technical Education Professors earn less than $33,420 per year, 25% earn less than $42,680, 75% earn less than $73,500, and 90% earn less than $101,310.
Between the years of 2020 and 2030, the number of Technical Education Professors is expected to change by 3.4%, and there should be roughly 11,000 open positions for Technical Education Professors every year.
Career interests describe a person's preferences for different types of working environments and activities. When a person's interest match the demands of an occupation, people are usually more engaged and satisfied in that role.
Compared to most occupations, those who work as a Technical Education Professor are usually higher in their Social and Realistic interests.
Technical Education Professors typically have very strong Social interests. Social occupations frequently involve working with, communicating with, and teaching people. These occupations often involve helping or providing service to others.
Also, Technical Education Professors typically have strong Realistic interests. Realistic occupations frequently involve work activities that include practical, hands-on problems and solutions. They often deal with plants, animals, and real-world materials like wood, tools, and machinery. Many of the occupations require working outside, and do not involve a lot of paperwork or working closely with others.
People differ in their values, or what is most important to them for building job satisfaction and fulfillment.
Compared to most people, those working as a Technical Education Professor tend to value Independence, Relationships, and Achievement.
Most importantly, Technical Education Professors strongly value Independence. Occupations that satisfy this work value allow employees to work on their own and make decisions.
Second, Technical Education Professors strongly value 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.
Lastly, Technical Education Professors strongly value Achievement. Occupations that satisfy this work value are results oriented and allow employees to use their strongest abilities, giving them a feeling of accomplishment.
Each occupation brings its own set of psychological demands, which describe the characteristics necessary to perform the job well.
In order to perform their job successfully, people who work as Technical Education Professors must consistently demonstrate qualities such as integrity, attention to detail, and dependability.
Below, you'll find a list of qualities typically required of Technical Education Professors, ranked by importance:
Technical Education Professors often have training in vocational schools, related on-the-job experience, or an associate's degree.
Technical Education Professors usually need one or two years of training involving both on-the-job experience and informal training with experienced workers. A recognized apprenticeship program may be associated with this occupation.
Technical Education Professors may benefit from understanding of specialized subject areas, such as education and training, mechanical, or customer and personal service knowledge.
The list below shows several areas in which most Technical Education Professors might want to build proficiency, ranked by importance.
Technical Education Professors must develop a particular set of abilities to perform their job well. Abilities are individual capacities that influence a person's information processing, sensory perception, motor coordination, and physical strength or endurance. Individuals may naturally have certain abilities without explicit training, but most abilities can be sharpened somewhat through practice.
For example, Technical Education Professors need abilities such as oral comprehension, oral expression, and written comprehension in order to perform their job at a high level. The list below shows several important abilities for Technical Education Professors, ranked by their relative importance.
Skills are developed capacities that enable people to function effectively in real-world settings. Unlike abilities, skills are typically easier to build through practice and experience. Skills influence effectiveness in areas such as learning, working with others, design, troubleshooting, and more.
Technical Education Professors frequently use skills like instructing, active listening, and learning strategies to perform their job effectively. The list below shows several critical skills for Technical Education Professors, ranked by their relative importance.
The information provided on this page is adapted from data and descriptions published by the U.S. Department of Labor, Employment and Training Administration under the CC BY 4.0 license. TraitLab has modified some information for ease of use and reading, and the U.S. Department of Labor, Employment, and Training Administration has not approved, endorsed, or tested these modifications.
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