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SOC 25-2021
Elementary teachers teach elementary academic and social skills, design instruction, manage classrooms, observe learning, and record feedback. First check target-region teacher qualifications and school requirements; use V's fictional responses to practice teaching and assessment. U.S. 2025 median annual wage is 63,970 USD; national occupational wage evidence for China is insufficient.
Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+25+50)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.
Responsibility assessment | Real fit comes from whether you can do three things within the same job: make teaching a reviewable cycle (design instruction around curriculum standards and learning needs, prepare materials, teach and practice, assess learning, record and adjust, producing reviewable lesson designs and learning records); manage classrooms and student safety (classroom behavior rules and procedures, student supervision and emergency responses, student information and privacy protection, and communication boundaries with parents and colleagues, following school systems and local rules); and accept definable job responsibilities (take responsibility for your teaching and records and report matters beyond your role or authority under school procedures). Test this through a verifiable experience—creating a lesson design and learning assessment record using an entirely fictional classroom scenario—rather than relying only on interest questionnaire conclusions.
Caution signal | You need to observe learning continuously, maintain classroom order, and protect students; when danger arises, first safeguard students under emergency procedures, stop dangerous activities, and report, without abandoning your post. Insufficient evidence: this round's NBS2025 industry / broad personnel-category wages and Hubei recruitment announcements did not establish a nationwide wage distribution for elementary school teachers in mainland China; industry averages and specific recruitment compensation cannot substitute for occupational medians, percentiles, or starting pay.
Elementary school teachers, except special education, correspond to U.S. 25-2021.00. They teach elementary academic and social skills, design instruction, manage classrooms, observe and assess learning, and record feedback. U.S. 2025 median annual wage is 63,970 USD. Insufficient evidence: this round's NBS2025 industry / broad personnel-category wages and Hubei recruitment announcements did not establish a nationwide wage distribution for elementary school teachers in mainland China; industry averages and specific recruitment compensation cannot substitute for occupational medians, percentiles, or starting pay. Current U.S. national wages: 2025 median 63,970 USD/year; 2025 employment 1,419,300, 2025—2035 growth 0% (rounded, essentially unchanged), and average annual openings 87,500 (overall projections, not AI attribution). The gap in exact occupational wages for China remains; industry averages are broad references only.
Career direction comparison
Compare core outputs, responsibility boundaries, and work patterns; do not interchange titles.
| Career direction | Core work and output | Key differences | Best-fit choice |
|---|---|---|---|
| Education administrators, kindergarten through secondary | Education administrators, kindergarten through secondary | Core outputs are school operations, curriculum, and personnel management. This occupation mainly involves direct teaching and class management; management scope and authority differ, so titles alone do not make them interchangeable. | Core outputs are school operations, curriculum, and personnel management. | Compare if you want to work in school management. |
| Education teachers, postsecondary | Education teachers, postsecondary | Core outputs are teacher preparation and education research. This occupation provides daily teaching to elementary students; learners, education requirements, and outputs differ and need separate checks. |
AI impact on this career
Editorial assistance candidates | Lesson materials, quizzes, and draft feedback may be tested using entirely fictional V inputs, checking curriculum, arithmetic, and grounds item by item; no efficiency or learning effects have been measured on this page. Real student information, classroom supervision, and assessment follow school permission, data rules, and human review; task exposure cannot establish adoption. AI Impact Score 50% is an editorial estimate. Model impact index for three equally weighted representative core tasks; not a measured share of working time or a job-loss probability. floor((75+25+50)/3+0.5)=50; fermatmind-ai-impact-v1; 2026-10-18.The three tasks, ratings and sources are listed in the FermatMind method source record on this page.
FermatMind AI Impact Score estimation method v1
FermatMind / 费马测试 · 2026-10-18
Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Chinese mainland salary reference
Broad reference | Elementary teaching duties relate to education. National Bureau of Statistics Tables 2/5: 2025 average annual wages of employees in Chinese urban education units were 133,539 yuan in nonprivate units and 63,908 yuan in private units. These are not this occupation's pay range, median, or take-home income. Source: https://www.stats.gov.cn/zwfwck/sjfb/202605/t20260515_1963707.html.
Insufficient evidence: this round's NBS2025 industry / broad personnel-category wages and Hubei recruitment announcements did not establish a nationwide wage distribution for elementary school teachers in mainland China; industry averages and specific recruitment compensation cannot substitute for occupational medians, percentiles, or starting pay.
No reliable value available
U.S. salary reference
U.S. 2025 wages | Annual wages at the 10/25/50/75/90 percentiles are 47,960 / 57,710 / 63,970 / 81,450 / 104,340 USD, respectively, with a median of 63,970 USD/year. Percentiles are neither minimum wages nor experience levels; the data does not equal individual take-home pay.
| Percentile | Annual reference | Unit note | Explanation |
|---|---|---|---|
| Lower percentile | 47,960 USD/year | Official figures list annual wages only; do not convert teacher hourly wages using 2,080 hours. | 2025 U.S. national wage percentile, not an individual quote or experience level. |
Fit signals
Direct answer | Fit signals are willingness to keep checking learning needs, curriculum standards, and student outcomes, patience amid frequent interpersonal contact and noise, a reviewable cycle of teaching and records, and reporting student safety issues or needs beyond one's abilities under institutional rules, rather than personality labels. Interest and personality tools only help design trials, not determine teacher qualifications, hiring, or performance.
Positive signals： Positive signals | You can design and prepare instruction against curriculum standards and organize individual and group teaching; observe and record student learning and behavior and adjust accordingly; and clearly document classroom rules, safety points, and school–family communication.
Caution conditions： Caution conditions | Risk signals include loss of classroom order or inadequate student safety supervision, insufficient learning assessment evidence, ignoring individual differences, improper student information handling, and missing parent communication records; difficulty with continual interpersonal contact, noise, and workweeks over 40 hours represents practical costs to weigh seriously.
Trial actions：
Risks and boundaries
Risks must be handled by trigger, consequence, control, and escalation boundary.
Based on this occupation's research inputs and source registry; do not extrapolate across jurisdictions.
Typical scenario：Inadequate student supervision during classes or activities, or missing emergency preparation.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May cause student injuries and incidents involving liability.
How to reduce risk：
Entry pathways
Entry checks | U.S. public elementary teachers generally need a bachelor's degree and teacher preparation / practicum, plus state certification or licensing for the grade level taught; common requirements include background checks and exams, while state rules and alternative preparation routes vary. Private teachers generally need a bachelor's degree but usually not the same state license; do not interpret Job Zone4's general several years of experience as a universal teacher entry period. Article 11 of China's Teachers Law sets elementary qualification education at secondary normal school graduation or above; check qualification conditions and recognition under Articles 10/13 and employment under Article 17 separately; exams, recognition, and job requirements also require local checks. The Ministry of Education's 2026 recruitment notice requires the qualification certificate before employment formalities and checks education, Putonghua, and physical and mental conditions; this is not equivalent to U.S. state licensing.
Market signals
U.S. overall employment projections, not AI attribution | O*NET 25-2021.00: 2025 employment of 1,419,300, 2025—2035 growth of 0% (rounded, essentially unchanged), and projected average annual openings of 87,500 (including growth and replacement). Insufficient evidence: national employment projections and standardized recruitment samples for this occupation in China were not obtained; these figures cannot become individual hiring probabilities.
United States · 25-2021 elementary component
U.S. overall employment projections, not AI attribution | O*NET 25-2021.00: 2025 employment of 1,419,300, 2025—2035 growth of 0% (rounded, essentially unchanged), and projected average annual openings of 87,500 (including growth and replacement). Insufficient evidence: national employment projections and standardized recruitment samples for this occupation in China were not obtained; these figures cannot become individual hiring probabilities.
Exact employment and openings
O*NET 25-2021.00 work mainly involves classroom teaching and class management: email, 100% daily; teamwork, 97% extremely important; constant contact with others, 89%; workweek, 97% over 40 hours; face-to-face discussions, 89% daily; public speaking, 85% daily; conflict situations, 46% daily; dealing with unpleasant or angry people, 42% daily; responsibility for others' health and safety, 53% very high. These are U.S. respondent distributions, not inevitable hours for every teacher or uniform Chinese rules.
Choose a real task from this page for a small practice project or a conversation with someone in the field. Use the planning guides to set a date, an output and feedback questions before deciding whether to continue.
Fit signals | O*NET 25-2021.00 work activities emphasize training and teaching others, interpreting information, establishing and maintaining relationships, organizing and planning work, and making decisions and solving problems. If you are willing to keep checking classroom design, student learning, and classroom management, remain patient amid frequent interpersonal contact and noise, and make teaching and records a reviewable cycle, these daily demands are closer to your working style; interest and personality tools only help design trials and cannot determine teacher qualifications, hiring, or performance.
This is a work-sample check, not a personality diagnosis or hiring conclusion.
Trial method | Use pathway V's fixed three responses and four scoring rules to submit four work samples: a 10-minute lesson plan, scoring and feedback, 45/54 recalculation, and boundaries for further observation; follow the seven-day plan. Use no real children or personal information; this cannot replace qualifications or evidence of real teaching performance.
This work first checks objects (students and classes, curriculum standards and textbooks, teaching resources and classroom environments), inputs (learning needs and curriculum standards, teaching and assessment materials, student safety and privacy requirements, school systems), and deliverables (instructional designs and lesson plans, learning and behavior observations, assessment and feedback records, parent communication and referral records). Anything unverified remains pending verification; experience or intuition cannot replace learning evidence and institutional requirements.
Work cycle | Check learning needs / curriculum → define teaching tasks → teach, assess, and record → review and adjust. Stop dangerous activities first, safeguard students, and initiate emergency reporting under institutional rules; do not abandon students. When evidence is insufficient, pause affected evaluations or diagnoses, gather observations, and consult; ordinary classroom support continues within authority, rather than stopping all teaching.
| Dimension | Primary track | Comparison track |
|---|---|---|
| Work cycle | Learning needs, teaching, assessment, and records | |
| Step one | Check learning needs and curriculum standards | |
| Step two | Design and prepare learning activities | |
| Step three | Teach and maintain classroom order | |
| Step four | Observe and assess learning outcomes | |
| Step five | Provide feedback and adjust teaching | |
| Step six | Records and school–family communication |
Work objects | Students and classes, curriculum standards and textbooks, teaching resources and classroom environments, assessment records, and parent communication form the basis of teaching within school systems and local rules.
Checkable outputs | Reviewable instructional designs and lesson plans, classroom activity and material preparation records, student learning and behavior observations, assessment and feedback records, and parent communication and referral records; results must be traceable to curriculum standards and evidence of learning needs.
Complete workflow | Check learning needs and curriculum standards → design and prepare learning activities → teach individuals and groups while maintaining classroom order → observe and assess learning → record, provide feedback, and adjust teaching.
Specific regions and employers still verify teacher qualifications and licensing, hiring, and classroom authorization; education, certificates, licenses, hiring, and school authorization are different statuses.
Elementary school teachers, except special education: work objects and AI boundaries Editorial suggestion: test lesson plans, feedback, and draft records only with V's entirely fictional materials; check each item against inputs. No teaching efficiency or learning effects have been measured on this page.
| Core outputs are teacher preparation and education research. |
| Compare if you want to prepare teachers. |
| Art, drama, and music teachers, postsecondary | Art, drama, and music teachers, postsecondary | Core outputs are specialized arts teaching and guidance in higher education. This occupation focuses on elementary foundational subjects and social skills; educational stage, specialist depth, and assessment methods differ and cannot be applied interchangeably. | Core outputs are specialist arts teaching and guidance in higher education. | Compare if you want to teach specialist arts. |
|---|
| Preschool teachers | Preschool teachers | Core outputs are play-based learning and care for preschool children. This occupation serves elementary students with explicit academic skill goals; ages and curriculum structures differ, so titles alone do not make them interchangeable. | Core outputs are play-based learning and care for preschool children. | Compare if you want to teach preschool children. |
|---|
Adjacent occupations each require additional evidence of tools, qualifications, and responsibilities.
Next, validate the direction with observable deliverables.
First distinguish assistable tasks from final responsibility.
A technology demonstration does not equal organizational adoption.
Task exposure cannot establish when jobs will be cut.
| Work area | Task | Current change | Human control point |
|---|---|---|---|
| Lesson preparation and materials | V lesson plan and example drafts; check both problems and goals | Potential assistance: organizing lesson preparation materials, drafting exercises and quizzes, preliminary checks of teaching materials, and drafting schedules and records; results can be checked afterward but still require review against curriculum standards, learning records, and school requirements. | Check 45/54 and carrying explanations |
| Classroom and safety | Compile classroom materials without replacing student supervision | Cannot automatically implement classroom safety | Human control points | Check generated teaching content, scoring grounds, and key arithmetic item by item and record revisions; teachers retain classroom supervision, learning assessment, and information protection responsibilities. Fictional sample effects do not represent real classroom learning outcomes. |
| Assessment and feedback | Generate draft feedback against V's four items, without diagnosing students | Teachers check scoring and grounds | Scores apply only to responses, without expanding into ability diagnoses |
| Records and communication | Draft simulated records; handle real information only in approved systems under institutional rules | Minimum-necessary inputs and human review | Check authority, content, and recipient scope |
Evidence scope | ILO2025 global task exposure does not measure elementary teacher job losses, actual adoption, or learning efficiency gains; NIST2024 is cross-domain risk guidance, not teaching permission. O*NET2025 U.S. recruitment software mentions are Excel/Office/PowerPoint at 2% each and Outlook/Word at 1% each; Google Docs/SharePoint are not provided, which is neither 0 nor an AI adoption rate. Insufficient evidence: this round's NBS2025 industry / broad personnel-category wages and Hubei recruitment announcements did not establish a nationwide wage distribution for elementary school teachers in mainland China; industry averages and specific recruitment compensation cannot substitute for occupational medians, percentiles, or starting pay.
Trial suggestion | Use V's fictional materials to try lesson plans or draft feedback, checking 28+17=45, 36+18=54, and the four scoring items step by step; this is an editorial suggestion, with no established measurements of occupational efficiency gains or learning effects. The responsible teacher retains duties for real classroom judgments, student safety, and information protection under institutional rules.
AI primarily changesInformation organization
Human responsibility remainsResponsibility and authorization
AI primarily changesResearch and review
Human responsibility remainsOriginal-record checking
Responsibility chain | From confirming learning needs and authorization through tool processing, human review, teaching and assessment, records, and student communication, every step needs an identified responsible person and traceable evidence; unverified generated content must not directly become instructional content or assessment grounds.
Confirm sources, authority, and versions.
Assist only within known scope.
The responsible person reviews outputs.
Stop affected generation or assessment steps and report; in danger, protect students first without abandoning your post.
Will amplify incorrect conclusions.
Control: Check original materials.
Will change responsibility boundaries.
Control: Handle through the authorization chain.
May miss exceptions.
Control: Retain human judgment.
Practice reviewable work samples.
Retain process and failure records.
First define authority and stopping conditions.
Task exposure cannot establish job-cut dates; this page gives no replacement probability or timeline.
Source: Generative AI and Jobs: A Refined Global Index of Occupational ExposureOriginal source ↗
No. Task exposure, organizational adoption, productivity changes, and job counts are four different measurement objects and cannot be inferred from one another.
Source: Generative AI and Jobs: A Refined Global Index of Occupational ExposureOriginal source ↗
Recalculate 45/54, scoring, and neutral feedback using V inputs; NIST highlights fabricated information and privacy risks. Check real teaching against teacher and school responsibilities, without claiming measured learning efficiency gains.
Source: NIST AI 600-1: Generative AI ProfileOriginal source ↗
Adoption suggestion | First master instructional design, classroom management, and assessment, then try checkable drafts; record errors and revisions without claiming demonstrations have changed teacher efficiency, pay, or learning outcomes.
No reliable value available
No reliable value available
Insufficient evidence: no national elementary teacher wage distribution was established; Teachers Law guarantees and recruitment compensation are not actual percentiles.
| Job scope | Reference value | Explanation |
|---|---|---|
| Insufficient evidence: reliable mapping not established (associate degree) | Verify under local rules | Do not use proxy numbers. |
| Insufficient evidence: reliable mapping not established (bachelor's) | Verify under local rules | Do not use proxy numbers. |
| Insufficient evidence: reliable mapping not established (master's) | Verify under local rules | Do not use proxy numbers. |
| Insufficient evidence: reliable mapping not established (other) | Verify for the specific region | Do not use proxy numbers. |
No reliable value available
No reliable value available
No reliable value available
AI and pay boundaries | This round found no causal data on elementary teachers' AI adoption, productivity, and Chinese pay, so no rise, fall, or unchanged pay is inferred; compensation depends on specific regions, schools, and job systems.
| Median | 63,970 USD/year | Official figures list annual wages only; do not convert teacher hourly wages using 2,080 hours. | 2025 U.S. national wage percentile, not an individual quote or experience level. |
|---|
| Higher percentile | 104,340 USD/year | Official figures list annual wages only; do not convert teacher hourly wages using 2,080 hours. | 2025 U.S. national wage percentile, not an individual quote or experience level. |
|---|
Pay · 10th percentile：47,960 USD/year；National Wages 25-2021.00 Elementary School Teachers, Except Special Education
Pay · 25th percentile：57,710 USD/year；National Wages 25-2021.00 Elementary School Teachers, Except Special Education
Pay · Median：63,970 USD/year；National Wages 25-2021.00 Elementary School Teachers, Except Special Education
Pay · 75th percentile：81,450 USD/year；National Wages 25-2021.00 Elementary School Teachers, Except Special Education
Pay · 90th percentile：104,340 USD/year；National Wages 25-2021.00 Elementary School Teachers, Except Special Education
National statistical percentiles are not individual quotes or after-tax income.
Exact elementary occupation 25-2021; do not mix in the kindergarten group.
2025 wages, 2025 employment base period, and 2025—2035 projections; the old period remains only in protected shared facts.
Do not splice with Chinese industry averages or recruitment compensation.
| Industry | Industry value | How to interpret |
|---|---|---|
| Local public primary and secondary schools | 65,260 USD/year | BLS2025 elementary 25-2021 industry median, not kindergarten. |
| Private primary and secondary schools | 58,140 USD/year | BLS2025 elementary 25-2021 industry median, not kindergarten. |
| Other industries not separately listed | No reliable value available | Insufficient evidence: this occupation's wages in this industry were not established; no substitute used. |
| Other industries not separately listed | No reliable value available | Insufficient evidence: this occupation's wages in this industry were not established; no substitute used. |
Check state licensing and school recruitment requirements separately; they do not equal pay grades.
Specific pay for experience and extra duties requires the target school's pay schedule.
Public / private status and regions differ; national percentiles cannot serve as local quotes.
Overall employment projections for the exact U.S. occupation, not AI attribution； not real-time recruitment samples or individual hiring probabilities.
Overall employment projections for the exact U.S. occupation, not AI attribution； not real-time recruitment samples or individual hiring probabilities.
Overall employment projections for the exact U.S. occupation, not AI attribution； not real-time recruitment samples or individual hiring probabilities.
How can S interests be observed in V tasks?
Conclusion | Activity preferences are closer to Social (O*NET interest code S, including teaching and education, social service, and professional counseling); interest codes only help design trials, not determine teacher qualifications or performance.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialHow can patience and accurate recording be observed?
Personality boundaries | This page has not verified the scales' predictive validity for elementary teacher performance; record V explanations, scoring, patient feedback, and revisions, without reaching hiring or performance conclusions from personality labels.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialHow do you explain scoring grounds?
Conclusion | RIASEC or personality frameworks only help formulate questions; they cannot replace occupational teacher qualifications and licensing, student safety responsibilities, or evidence of actual teaching performance. No tool conclusion constitutes a hiring, authorization, or qualification judgment.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialHow do you preserve issues for further observation when rushed?
Assess paper responses only; do not diagnose student ability by type.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialHow do you recalculate 45 and 54?
Exchange ones for a ten to obtain 45 and 54; recalculate before scoring.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialHow do you give feedback on missed carrying?
Explain exchanging 10 ones for 1 ten and retain further-observation questions.
Do not use it this way: Assessments and work samples grant no teacher qualifications and do not diagnose students.
Start a career interest trialFits better when: Willing to design and deliver teaching around curriculum standards and learning needs.
Watch for: Design disconnected from learning needs will reduce learning effects.
Fits better when: Willing to establish and maintain classroom order and supervision assignments.
Watch for: Safety supervision must not be absent.
Fits better when: Willing to cross-check with varied assessments and provide feedback.
Watch for: Assessment grounds must be reviewable.
Fits better when: Willing to handle student and family information on a minimum-necessary basis.
Watch for: Information protection follows institutional rules and laws.
Fits better when: Willing to communicate using facts and records.
Watch for: Communication messaging and processes follow school systems.
Fits better when: Able to remain steady during intensive interpersonal contact.
Watch for: Request support under institutional rules when needed.
Compare preferences for V explanations, feedback, and records.
Paper cannot simulate the full classroom workload; record time spent.
The four work samples are traceable to A—C's original responses and V rules.
Retain further-observation needs when evidence is insufficient; do not diagnose ability.
Adult paper exercises grant no independent teaching authority.
Retain missed carrying or scoring errors and revisions.
Four work samples: lesson plan, scoring and feedback, recalculation, and boundaries.
Follow the seven-day plan, then check local qualifications and recruitment.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Typical scenario：Insufficient learning assessment evidence or teaching design mismatched to curriculum standards and learning needs.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May cause inappropriate learning support and distorted progress records.
How to reduce risk：Gather observations and review affected assessments; give feedback only from response evidence, without diagnosing ability or disorders.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Typical scenario：Processing, sharing, or sending student grades, behavior, or family information beyond authorized scope.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May infringe student and family rights and violate rules.
How to reduce risk：Use the minimum necessary, restrict systems and scope, and retain handling records.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Typical scenario：Missing parent communication records, inconsistent student evaluations, or statements beyond authority.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May cause misunderstanding and unclear responsibility.
How to reduce risk：Retain communication records, use facts and checkable evidence, and follow school processes for assessment and handling.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Typical scenario：Overlapping timetables and assessment cycles, sustained workweeks over 40 hours, and intensive interpersonal contact.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May reduce teaching quality and deplete personal energy.
How to reduce risk：Prioritize work, preserve key teaching and recordkeeping steps, and request support under school systems when needed.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Typical scenario：Continuing despite student safety risks, needs beyond one's abilities, or insufficient information security conditions.
Roles most affected：Elementary school teachers, except special education
Possible consequence：May cross job and safety boundaries.
How to reduce risk：Stop dangerous activities or affected assessment / information-handling steps, maintain student supervision, report under institutional rules, and consult support teams.
Evidence：Elementary School Teachers, Except Special Education detailed occupation profile · Ten professional conduct standards for primary and secondary teachers in the new era
Qualification boundaries | Courses, certificates, or training do not automatically grant teacher qualifications, hiring, or independent classroom authority; education, qualification certificates, licenses, hiring, school authorization, and sign-off responsibility are different statuses, with specific requirements depending on location and employer.
Typical scope：Stage responsibilities | During entry and practicum stages, prepare lessons, assist classrooms, and keep records under an experienced teacher's guidance; after taking independent classes, independently design instruction around curriculum standards and class needs and accept teaching, assessment, and recordkeeping responsibilities.
Readiness evidence：Paper exercise V | Entirely fictional, designed and cross-checked only by adults, without real children. Fixed goal: explain carrying in the ones place for 28+17 and check the result; input A answers '8+7=15, write 5 in ones and carry 1 to tens, 2+1+1=4, so 45'; B answers '8+7=15, write 5 in ones, 2+1=3, so 35'; C answers '2+1=3, 8+7=15, join them as 315.' Simulated rules: V1 exchange every 10 ones for 1 ten; V2 assess only this response, without diagnosing student ability or disorders; V3 use only paper, pencils, and place-value grids, with no personal information. Task: write a 10-minute simulated explanation; score place alignment, ones calculation, carrying, and result checking at 0/1 each; give neutral feedback for the three responses and the next problem, 36+18; record which explanations still need later observation.
Credential boundary：Article 11 of China's Teachers Law sets elementary qualification education at secondary normal school graduation or above; check qualification conditions and recognition under Articles 10/13 and employment under Article 17 separately; exams, recognition, and job requirements also require local checks. The Ministry of Education's 2026 recruitment notice requires the qualification certificate before employment formalities and checks education, Putonghua, and physical and mental conditions; this is not equivalent to U.S. state licensing.
Next moves：Reference answer | 28+17=45; A scores 4/4 across four items; B has correct place alignment / ones calculation but omits carrying and has a wrong result, scoring 2/4; C calculates both places separately but fails to combine place values correctly, omits carrying, and has a wrong result, scoring 1/4 (only 1 point for ones calculation). Feedback for B: exchange 15 ones for 1 ten and 5 ones, and add the exchanged 1 to tens; feedback for C: 15 is not simply appended; exchange for a ten using the place-value grid. 36+18=54: 6+8=14, ones 4, tens 3+1+1=5. Scoring follows V's simulated rules only and cannot establish real learning effects or student diagnoses. 10-minute schedule: goal 1, demonstration 3, three-card discussion 3, checking 36+18 for 2, review 1. Four work samples: goal / 10-minute lesson plan; A—C scoring and feedback table; place-value answers and recalculation table for both problems; simulated records and a checklist of further-observation / safety and information boundaries. Seven-day plan | 20—30 minutes daily: D1 read V inputs and write the goal; D2 draw place-value grids and recalculate 45/54; D3 score A4, B2, C1 against four items; D4 write neutral feedback and further-observation questions; D5 rehearse on paper with adults using 1+3+3+2+1 minutes; D6 ask a peer to cross-check only against V rules and retain errors such as missed carrying and revisions; D7 combine four work samples and check target-region qualifications, preparation, and recruitment announcements. Fictional scoring is not formal assessment; work samples grant no teacher qualification or independent teaching authority.
Typical scope：Check conditions and duties for the target region.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Transfer pathways | Before transitioning, list transferable abilities (instructional design and delivery, classroom management and student safety, learning assessment and records, communication with families and colleagues, and curriculum and resource selection), then identify qualifications and evidence of responsibility required for the new role; moving into education management, preschool or kindergarten teaching, teacher preparation, or higher education requires evidence of each role's education, qualifications, and job authorization.
Typical scope：Check conditions and duties for the target region.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Check conditions and duties for the target region.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Teach, assess, and record around curriculum and learning needs, with team support when necessary.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Teach, assess, and record around curriculum and learning needs, with team support when necessary.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Check mentoring and expanded duties against appointment and school authorization.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Check mentoring and expanded duties against appointment and school authorization.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Check V inputs, place values, and three responses without introducing real student information.
Recalculate 45/54, score four items, and retain further-observation needs.
Cross-check lesson plans, feedback, recalculation, and boundaries; record errors and revisions.
Actual teaching and mentoring / management require school appointment and qualifications, not authorization from exercises.
Current elementary employment moves from 1,419,300 to 1,413,400, with rounded growth of 0% and average annual openings of 87,500 including replacement, not net new jobs; O*NET has synchronized the new period.
Does not establish：Cannot serve as an individual employment guarantee, current vacancies, or national conditions.
United States · 25-2021 elementary component
The new BLS elementary component shows 2025 employment of 1,419,300 → 2035 employment of 1,413,400, with rounded 2025—2035 growth of 0%; 99,400 average annual openings belongs to the kindergarten + elementary group, not elementary alone.
New-period employment projections
The new BLS elementary component shows 2025 employment of 1,419,300 → 2035 employment of 1,413,400, with rounded 2025—2035 growth of 0%; 99,400 average annual openings belongs to the kindergarten + elementary group, not elementary alone.
Does not establish：Cannot serve as an individual employment guarantee, current vacancies, or national conditions.
Hubei, China · Announcement includes elementary positions; the primary and secondary total is not an elementary count
Registration 04-16—04-22 has closed; a separate elementary position count was not obtained
Historical recruitment-procedure sample
Hubei's 2026 announcement is a historical recruitment-procedure sample: published 04-15, registration 04-16 09:00—04-22 17:00 has closed; includes elementary positions, a province-wide written exam and county / district interviews; new-mechanism positions require a bachelor's degree or above and the relevant stage qualification, while other positions require local checks; elementary covers 11 subjects and teaching or lesson-explanation interviews. 2740 is the primary and secondary total, not an elementary count, national standard, current recruitment, or pay quote.
Does not establish：Cannot serve as an individual employment guarantee, current vacancies, or national conditions.
These are capability relationships, not automatic promotions or credential waivers.
Transfers：Transferable abilities | Adjacent directions share foundations including instructional design and delivery, classroom management and student safety, learning assessment and records, communication with families and colleagues, and curriculum and resource selection; each pathway still requires qualification and authorization evidence matching its new duties and responsibilities.
Build next：Ability gaps | Moving into adjacent directions such as education management, preschool or kindergarten teaching, teacher preparation, or higher education requires evidence of each role's education, qualifications, educational stage, and job authorization; adjacency is only for comparing directions, not automatic transition or mutual recognition of qualifications.
View career profileTransfers：Curriculum design and teaching
Build next：Higher education courses in education, research, and appointment requirements
View career profileTransfers：Classroom explanation and assessment
Build next：Art / drama / music specializations and higher education appointment
View career profileTransfers：Children's learning support and observation
Build next：Preschool social / physical / intellectual development curricula and care qualifications
View career profileTransfers：Foundational teaching and classroom organization
Build next：U.S. kindergarten-stage curriculum and local licensing, without establishing a Chinese stage mapping
View career profileTransfers：Teaching assessment and team communication
Build next：Curriculum improvement within school management; the same target as the first item, not a sixth independent occupation
View career profileThis occupation directly teaches foundational subjects and social skills to elementary students and manages classes. Education administrators handle school operations and personnel management; education teachers prepare teachers and conduct research; postsecondary art, drama, and music teachers provide specialist higher education; preschool teachers serve preschool children; kindergarten teachers serve the kindergarten stage. Compare educational stage, core outputs, and job authorization, rather than interchanging titles. Special education is outside this page's scope. Excluding the special education occupational category does not mean ordinary classrooms cannot support students with additional needs; BLS describes collaboration with special education teachers.
Fit signals are willingness to keep checking learning needs, curriculum standards, and student outcomes, patience amid frequent interpersonal contact and noise, a reviewable cycle of teaching and records, and reporting student safety issues or needs beyond one's abilities under institutional rules. Interest and personality tools only help design trials, not determine teacher qualifications, hiring, or performance.
Generative AI may assist with organizing lesson materials, drafting exercises and quizzes, preliminary checks of teaching materials, and drafting schedules and records; it cannot independently confirm judgments about student learning, classroom conditions, student safety, or escalation of anomalies, or replace final assessments and school–family communication. The ILO global index measures task exposure, not the probability of job losses; this page gives no replacement probability or timeline.
Tool outputs cannot replace teaching judgments or safety responsibilities. Humans must verify generated content against curriculum standards and learning records, spot-check outputs and record changes, and take responsibility for student learning judgments, classroom safety, and student information protection.
Insufficient evidence: this round did not establish a nationwide occupational wage distribution in mainland China exactly corresponding to O*NET 25-2021.00 Elementary School Teachers, Except Special Education; public National Bureau of Statistics wages aggregate industries or broad personnel categories. Education industry averages cannot generate national occupational medians, percentiles, or starting pay; this page shows the gap without proxy figures.
U.S. 25-2021.00 annual wages at the 10/25/50/75/90 percentiles in 2025 are 47,960, 57,710, 63,970, 81,450, and 104,340 USD. OEWS covers employer-reported pretax straight-time wages, including incentive pay, but excluding overtime pay, nonproduction bonuses, and employer benefits; it cannot be described as excluding all bonuses. This teacher page publishes annual wages only, without converting at 2,080 hours into official hourly wages; statistical percentiles are not starting pay, individual quotes, or after-tax take-home pay.
U.S. public elementary teachers generally need a bachelor's degree and teacher preparation / practicum, plus state certification or licensing for the grade level taught; common requirements include background checks and exams, while state rules and alternative preparation routes vary. Private teachers generally need a bachelor's degree but usually not the same state license; do not interpret Job Zone4's general several years of experience as a universal teacher entry period. Article 11 of China's Teachers Law sets elementary qualification education at secondary normal school graduation or above; check qualification conditions and recognition under Articles 10/13 and employment under Article 17 separately; exams, recognition, and job requirements also require local checks. The Ministry of Education's 2026 recruitment notice requires the qualification certificate before employment formalities and checks education, Putonghua, and physical and mental conditions; this is not equivalent to U.S. state licensing.
Five main risks cover student safety and supervision, teaching and assessment judgments, student information and privacy, communication with families and colleagues, and workload and psychological depletion. Controls should clearly document supervision assignments and emergency procedures, assessment grounds and adjustment records, minimum-necessary information use and authorization scope, communication records and messaging, and workload and support arrangements, with reporting under school systems when student safety risks or needs beyond one's abilities arise.
O*NET exact occupation: 2024 employment 1,422,700 → 2034 employment 1,394,800, a 2024—2034 decline of 2%, with average annual openings of 91,000 including growth and replacement. The new BLS elementary component shows 2025 employment of 1,419,300 → 2035 employment of 1,413,400, with rounded 2025—2035 growth of 0%; 99,400 average annual openings belongs to the kindergarten + elementary group, not elementary alone. Hubei's 2026 announcement is a historical recruitment-procedure sample: published 04-15, registration 04-16 09:00—04-22 17:00 has closed; includes elementary positions, a province-wide written exam and county / district interviews; new-mechanism positions require a bachelor's degree or above and the relevant stage qualification, while other positions require local checks; elementary covers 11 subjects and teaching or lesson-explanation interviews. 2740 is the primary and secondary total, not an elementary count, national standard, current recruitment, or pay quote.
Paper exercise V | Entirely fictional, designed and cross-checked only by adults, without real children. Fixed goal: explain carrying in the ones place for 28+17 and check the result; input A answers '8+7=15, write 5 in ones and carry 1 to tens, 2+1+1=4, so 45'; B answers '8+7=15, write 5 in ones, 2+1=3, so 35'; C answers '2+1=3, 8+7=15, join them as 315.' Simulated rules: V1 exchange every 10 ones for 1 ten; V2 assess only this response, without diagnosing student ability or disorders; V3 use only paper, pencils, and place-value grids, with no personal information. Task: write a 10-minute simulated explanation; score place alignment, ones calculation, carrying, and result checking at 0/1 each; give neutral feedback for the three responses and the next problem, 36+18; record which explanations still need later observation. Reference answer | 28+17=45; A scores 4/4 across four items; B has correct place alignment / ones calculation but omits carrying and has a wrong result, scoring 2/4; C calculates both places separately but fails to combine place values correctly, omits carrying, and has a wrong result, scoring 1/4 (only 1 point for ones calculation). Feedback for B: exchange 15 ones for 1 ten and 5 ones, and add the exchanged 1 to tens; feedback for C: 15 is not simply appended; exchange for a ten using the place-value grid. 36+18=54: 6+8=14, ones 4, tens 3+1+1=5. Scoring follows V's simulated rules only and cannot establish real learning effects or student diagnoses. 10-minute schedule: goal 1, demonstration 3, three-card discussion 3, checking 36+18 for 2, review 1. Four work samples: goal / 10-minute lesson plan; A—C scoring and feedback table; place-value answers and recalculation table for both problems; simulated records and a checklist of further-observation / safety and information boundaries. Seven-day plan | 20—30 minutes daily: D1 read V inputs and write the goal; D2 draw place-value grids and recalculate 45/54; D3 score A4, B2, C1 against four items; D4 write neutral feedback and further-observation questions; D5 rehearse on paper with adults using 1+3+3+2+1 minutes; D6 ask a peer to cross-check only against V rules and retain errors such as missed carrying and revisions; D7 combine four work samples and check target-region qualifications, preparation, and recruitment announcements. Fictional scoring is not formal assessment; work samples grant no teacher qualification or independent teaching authority.
Evidence for China, the United States, the world, and specific jurisdictions is stated separately; wage, employment, qualification, safety, and AI conclusions must not be spliced across scopes. This elementary school teacher, except special education, page provides career decision and safe-trial information, without replacing local educational, legal, medical, safety, or other professional advice or advising on special education jobs outside its scope. Any 'insufficient evidence' means only that reliable data was not established after a bounded search, and does not permit fabricated numbers from proxies or model memory. This page covers only the exact O*NET-SOC 25-2021.00 occupation, Elementary School Teachers, Except Special Education; special education is outside its scope.
FermatMind research workflow
O*NET 2026 occupational profile; accessed 2026-08-31
Elementary School Teachers, Except Special Education detailed occupation profile
Limitations：Global exposure evidence is not adoption, job-loss probability, regulation or authorization evidence.
Limitations：Chinese page language does not establish an exact mainland China equivalent of this U.S. occupational classification; industry averages or U.S. data are not used to fill the gap.
Limitations：Directory entries are not state licenses, employer authorization or proof of universal requirement.
Limitations：Employer tasks and local authorization vary.
Limitations：Posting mentions do not prove proficiency, adoption or automation rate.
Limitations：US occupation evidence; China mapping and authorization require separate review.
Limitations：Projection is not a hiring guarantee; parent data are not exact occupation counts.
Limitations：Parent or combined data remain visible when exact data are unavailable; percentiles are not entry pay.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：BLS OEWS wage data presented by O*NET OnLine; retain period, employed population, geography, and units.
Limitations：Applies only to this O*NET occupation and the U.S. market; establishes no Chinese mapping, Chinese wages, or professional authority.
Limitations：The methodology page does not provide combined or detailed wage figures.
Limitations：Not judicial adoption rates, judicial decision accuracy, or measured efficiency gains for this page.
Limitations：Combined openings of 99,400 and kindergarten wages are not applied to elementary teachers; 2024—2034 O*NET projections are listed separately.
Limitations：Direct page retrieval returned 403; official search body text checked this round. Statutory education requirements are not all local exam or recruitment conditions; compensation guarantees are not actual national wage percentiles.
Limitations：Direct retrieval failed this round; only the checked entry-requirement section is cited, and specific position conditions still require local announcements.
Limitations：Direct Ministry of Education retrieval failed; this round cross-checked primary and secondary provisions through the index and a Fujian government full-text republication. The republication is marked invalid; current applicability rests only on the 2026 Ministry of Education recruitment notice's explicit citation, without inferring local status.
Limitations：2740 is the primary and secondary total; no separate elementary count was extracted. It is not a national requirement, current recruitment, pay quote, or hiring rate.
Limitations：Not Chinese qualification recognition or automatic transition.
Limitations：Not Chinese qualification recognition or automatic transition.
Limitations：Not Chinese qualification recognition or automatic transition.
Limitations：Not Chinese qualification recognition or automatic transition.
Limitations：Not Chinese qualification recognition or automatic transition.
Limitations：Editorial ratings use the existing occupational responsibilities and AI task analysis on this page. They are not adoption rates, measured effects, job-disappearance or personal-unemployment probabilities, or official scores from Stanford or another external institution. No measured time weights or future robot deployment are assumed.
Author checked 2026-10-11 | O*NET 25-2021.00 provides occupational tasks and preparation context; its national wage page gives 2025 percentiles of 47,960 / 57,710 / 63,970 / 81,450 / 104,340 USD/year; employment uses a 2025 base period and 2025—2035 projections. NBS Tables 2/5 support only China's education industry average annual wages and cannot substitute for this occupation. AI analysis is task-level editorial judgment. The shared registry, Hero, and FAQ retain their original scope; no claim of page-wide consistency is made.
Typical scope：Teach, assess, and record around curriculum and learning needs, with team support when necessary.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Teach, assess, and record around curriculum and learning needs, with team support when necessary.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Check mentoring and expanded duties against appointment and school authorization.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
Typical scope：Check mentoring and expanded duties against appointment and school authorization.
Readiness evidence：Use V's four work samples to explain goals, scoring, arithmetic, and boundaries; practicum / employed work requires separately authorized real evidence.
Credential boundary：Check U.S. public-school state licensing and Chinese qualification recognition and employment separately; training work samples do not automatically authorize.
Next moves：Check target school announcements and preparation requirements; expanded duties do not automatically make someone a principal or teacher at another stage.
