Education Administrators
| Description |
OES Code: 15005 |
Plan, organize, direct, control, or coordinate the educational activities of colleges and universities; elementary, secondary, or postsecondary schools; vocational or technical schools; or training and instructional organizations (or programs) in private business or other agencies.
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Wages, Hourly
| Entry-Level Hourly Wage |
$18.55 |
| 25th Percentile |
$23.24 |
| 50th Percentile (Median) |
$32.04 |
| 75th Percentile |
$40.00 |
Wages by California County
• OES Survey
• CCOIS Survey
Hours & Benefits
Many education administrators work more than 40 hours a week, including some nights and weekends when they oversee school activities. Most administrators work 10 or 11 months a year, but some work year round.
Employment Trends
| Employment 1998 |
38,700 |
| Projected Employment 2008 |
48,600 |
| Percent Change 1998-2008 |
25.6% |
| Separations 1996-2006 |
11,000 |
Employment Trends by California County
School enrollments at the elementary, secondary, and postsecondary level are all expected to grow over the projection period. Rather than opening new schools, many schools will enlarge to accommodate more students, increasing the need for additional assistant principals to help with the larger workload. Employment of education administrators will also grow as more services are provided to students and as efforts to improve the quality of education continue. However, budget constraints are expected to moderate growth in this profession. At the postsecondary level, some institutions have been reducing administrative staffs to contain costs. Some colleges are consolidating administrative jobs and contracting with other providers for some administrative functions.
Advancement
Education administrators advance by moving up an administrative ladder or transferring to larger schools or systems. They also may become superintendent of a school system or president of an educational institution.
Getting the Job & Other Information
To be considered for education administrator positions, workers must first prove themselves in their current jobs. Most education administrators begin their careers in related occupations, and prepare for a job in education administration by completing a master's or doctoral degree.
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Education and Training
In most public schools, principals, assistant principals, and school administrators in central offices need a master's degree in education administration or educational supervision. Some principals and central office administrators have a doctorate or specialized degree in education administration. In private schools, which are not subject to State certification requirements, some principals and assistant principals hold only a bachelor's degree; however, the majority have a master's or doctoral degree. Most States require principals to be licensed as school administrators. License requirements vary by State. National standards for school leaders, including principals and supervisors, were recently developed by the Interstate School Leaders Licensure Consortium. Several States currently use these national standards as guidelines to assess beginning principals for licensure, and many more States are expected to adopt the standards for this purpose. Some States require administrators to take continuing education courses to keep their certification, thus ensuring that administrators have the most up-to-date skills. The number and type of courses required to maintain certification vary by State.
Skills & Other Requirements
In evaluating candidates for education administrators, supervisors look for determination, confidence, innovativeness, motivation, and leadership. The ability to make sound decisions and organize and coordinate work efficiently is essential. Since much of an administrator's job involves interacting with others (such as students, parents, and teachers) they must have strong interpersonal skills and be effective communicators and motivators. Knowledge of management principles and practices, gained through work experience and formal education, is important. A familiarity with computer technology is a plus for principals, who are becoming increasingly involved in gathering information and coordinating technical resources for their students and classrooms.
References
US Bureau Of Labor Statistics Occupational Outlook Handbook
Related Occupations: Hospital and Health Services Administrators, #235, Counselors, Rehabilitation and School, #429, Teachers, #57
Training: California Training and Education Providers (CTEP)
© 2001 State of California COICC, US Department of Labor
Unless otherwise noted, wage data source: CA EDD Occupational Employment Statistics Employer Survey. Other wage data may be based on Statewide aggregated CCOIS survey responses between 1995 and 1997.
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