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SOC 25-9042
Teaching assistants support regular preschool, elementary, middle, or high school instruction under teacher guidance, assisting with individual or small-group review, preparing materials, maintaining records, and supervising student activities; the teacher holds main responsibility for designing and implementing the education plan. This page fixes O*NET-SOC25-9042.00 and excludes special education specialist assistants and postsecondary assistants. The US BLS25-9045 wages and employment are a combined reference covering regular, special education, and other non-postsecondary assistants and cannot be treated as a separate statistic for this occupation. In China, first check actual job duties, teaching qualification applicability, entry inquiry, and student protection; paper work grants no independent teaching, guardianship, or diagnostic authority.
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+0)/3+0.5)=33; fermatmind-ai-impact-v1; 2026-10-18.
First see whether answers can be checked against the exercise standard, find clear duplicates, preserve missing submissions and missing items, and describe visible responses without guessing a child's ability or motivation. Real child interaction and supervision still require lawful school arrangements and training, and fast paper arithmetic does not certify teaching competence.First observe the two task lines of this occupation, classroom learning support and materials and records support, then compare special education assistants, postsecondary assistants, kindergarten teachers, and elementary school teachers. The same teaching materials do not mean the same students, main plan responsibility, or qualifications.
This is paper-based career exploration, not an independent teaching permit, student diagnosis, supervision training, or hiring guarantee.
The motivation worth experiencing is a willingness to patiently help learners understand what the teacher has already taught, prepare materials per rules, preserve observation original values, and accept teacher feedback. Liking children is not the same as liking repeated explanation, record maintenance, on-site supervision, and team cooperation.The concrete signals are willingness to hear the teacher's goals and the student's problems clearly and to rephrase clearly without shaming or comparing; to prepare materials accurately, preserve original records and the basis for corrections, and return unknowns to the teacher for confirmation. A single correct answer does not mean mastery has been achieved, and a blank response is not simply called laziness.
Teaching assistants support regular preschool, elementary, middle, or high school instruction under teacher guidance, assisting with individual or small-group review, preparing materials, maintaining records, and supervising student activities; the teacher holds main responsibility for designing and implementing the education plan. This page fixes O*NET-SOC25-9042.00 and excludes special education specialist assistants and postsecondary assistants. The US BLS25-9045 wages and employment are a combined reference covering regular, special education, and other non-postsecondary assistants and cannot be treated as a separate statistic for this occupation. In China, first check actual job duties, teaching qualification applicability, entry inquiry, and student protection; paper work grants no independent teaching, guardianship, or diagnostic authority.
Career direction comparison
First look at the two internal task lines of assisted review and materials and records, then compare special education support, postsecondary subject support, and lead preschool and elementary teaching. The same textbooks and student communication habits do not mean the same plan responsibility and qualifications.
| Career direction | Core work and outputs | Key differences | Which choice suits better |
|---|---|---|---|
| Classroom learning support | Review concepts individually and in small groups under teacher guidance, prepare materials, and observe visible responses and questions. | The teacher holds main responsibility for plan design and implementation, and assistant observations are not student diagnosis or independent curriculum evaluation. | Willing to explain patiently, hear questions, preserve facts, and return unknowns and support arrangements to the teacher. |
| Materials and records support |
AI impact on the occupation
First separate material drafts, rule-based answer checking, and real student support. Preserve original tests, responses, duplicates, blanks, and unknowns, and check teacher main responsibility, school protection qualifications, and data use per the real division; the model does not fabricate approval or grades. AI Impact Score 33% 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+0)/3+0.5)=33; 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
Chinese mainland salary reference
China regular school assistant precise pay definition
Wage and real employment sample gap
Insufficient evidence: this page has not obtained nationally precise same-definition median and percentile wages for China regular preschool to secondary teacher assistants; school level, public or private, contracts, and education or auxiliary duties differ, so no single monthly salary is assembled.
Insufficient evidence: no national same-definition wage distribution for China regular school assistants was obtained;Kindergarten, elementary, middle school, or education institution names do not unify pay definitions; lead teaching and material support posts have different conditions, so check the real contract and duties first and list no unsupported national wage tiers.
No comparable precise wage or employment sample was obtained; teaching qualifications, entry inquiry, and student protection conditions are not national wage evidence, and lead teacher or postsecondary assistant pay is not used as a substitute.
US salary reference
The US 2025 non-postsecondary assistant combined 25-9045 employee median wage is 36780 US dollars per year, with OOH 10th percentile 27150 and 90th percentile 50040; it includes regular 25-9042, special education 25-9043, and other 25-9049 and is not a separate figure for this occupation. 2023 historical percentiles are labeled separately, and no hourly wage was published, so annual values are not divided by 2080 to create an hourly rate.
| Statistical period and combined percentiles | Employee annual wage boundaries | Coverage and personal pay boundaries | How to interpret this value |
|---|---|---|---|
| 2025 combined 10th percentile | Combined reference: 27,150 US dollars per year (2025, 25-9045) | 25-9045 low 10% below the boundary | The 2025 combined non-postsecondary assistant low 10% wage is below 27150 US dollars per year, a wage distribution boundary, not a separate regular assistant starting wage or every school's minimum wage; actual job contracts are not guaranteed by it. |
Career fit guide
Helping interest, clear expression, empathy and cooperation, and objective records can each be reflected on item by item, with school duties, qualifications, and contract and living conditions checked at the same time. The following test has no class teaching, student diagnosis, or employer pass line.After the experience, return to specific material records, unknowns, and your own revisions, combining school training feedback and living conditions; personality, interests, and answer-checking scores do not certify independent teaching, supervision, or child diagnostic authority.
Worth further exploration： Observe whether the person is willing to hear student questions patiently, prepare materials per teacher rules, preserve response original values and unknowns, and accept corrections; suitability is not decided by liking children or one fast answer-checking exercise.
Check real conditions first： Budgets separate actual wages and benefits, paid hours, school-year and summer contracts, and personal study investment; do not infer income from an imagined full teaching calendar, and do not blame personality for contract pay risks.
Try a small experience first： Use the complete fictional response questions to check original values, deduplication, rules, unknowns, and your own corrections; paper work is not real teaching output, and one answer-checking result is not used to infer career talent or student learning outcomes.
Work pressure, risks, and career boundaries
Learning support involves real child interaction, activity supervision, material records, and teacher coordination; accurate answer checking is not on-site protection training, and teacher main responsibility does not remove the assistant's duty to handle and report within their role.
The following are editorial risk notes on regular assistant tasks, the non-postsecondary combined environment, and China protection and qualification rules, not incidence rates or personal scores; special education specialist physical assistance risks are not treated as the same task for every regular assistant.
Typical scenarios：Treating answer-checking ability as on-site supervision qualification, and teaching a class or operating equipment alone without confirmed division.
Main positions：Those planning to join classroom activities and school support
Possible consequences：
Entry, certificates, and career development
In China first check the actual education and teaching or auxiliary duties, the target school level teaching qualification applicability, and school entry inquiry; US school level, public school, and Title I requirements are checked separately. Paper work only shows your own rule and record process, and the next step is to learn about lawful school job conditions or training, not to recruit students or teach classes from answer checking.
Career outlook and related occupation transitions
This page covers 25-9042 regular preschool to secondary assistants; the US projection can only reference the 25-9045 non-postsecondary assistant combined scope, with a 2025–2035 decline of 0.3% and 176200 annual average openings mainly replacements. The net change decline of 4900 is not 176200 new additions each year.Special education assistants, postsecondary assistants, preschool teachers, and elementary teachers each take on different objects and outputs; support and record experience can be a learning foundation but cannot automatically obtain target job training, qualifications, or teaching main responsibility.
United States · 25-9045 non-postsecondary teaching assistant combined reference, including 25-9042/43/49
Decline 0.3%; 176200 annual average openings including replacements
Combined employment change projection
Under teacher guidance, help with review, prepare materials, supervise activities per school procedures, observe and record, and check homework; the teacher still holds main responsibility for designing and implementing the education plan. Accurate records are not the same as independently diagnosing students or deciding the curriculum alone.
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.
Check helping interest together with real job conditions. School level, public or private, contract hours, whether summer is paid, and activity supervision duties vary; US school shift background does not guarantee that all assistants in China have the same holidays or stable income.If someone only likes standing at the podium, struggles to endure repeated explanations, judges students with personality labels, or publicly shows real grades to display work, caution is needed. Shift life, physical activity support, job qualifications, and wage contracts are checked first, and extraversion or liking children cannot replace student protection conditions.
Use only the complete three-question answers of the entry module and the response sheets of four fictional learners, check records against the given reference, separate unknowns, and write questions for the teacher. No real child names, grades, images, or accounts; do not recruit students, trial-teach a class, or publish real learning data.After the experience, keep the complete input, the checklist, unknowns and questions for the teacher, your own corrections, and the fictional note. Choose only one next step, learning about lawful job conditions at the target school or studying compliant training, and do not recruit students or contact real children based on the work.
The following two are editorial task observation lines, not an independent class teaching tutorial; real student interaction, supervision, physical assistance, and curriculum evaluation are confirmed according to lawful school division of labor and training.
Teacher-reviewable learning support materials, observation records, and questions
Checkable version, original records, checking results, and teacher confirmation status
The fixed 25-9042.00 is regular preschool to secondary teaching assistant, assisting teacher instruction while the teacher holds main responsibility for plan design and implementation; special education 25-9043 and postsecondary 25-9044 are listed separately. The old Teacher Assistants25-9041 is discontinued, but this copy's frozen code is 25-9042, and the number mapping is not changed or expanded to all assistants. No. Regular school assistants support teaching under teacher guidance, and the teacher holds main responsibility for designing and implementing the education plan. Elementary or kindergarten teachers each have curriculum goals and evaluation tasks; shared student materials and classroom settings do not automatically grant qualifications or plan decision authority to one another. The following is an editorial comparison, not a unified nationwide job division.
| Dimension | Main directions | Comparison directions |
|---|---|---|
| Work purpose | Reinforce concepts the teacher has introduced and support individual and small-group learning and classroom arrangements. | Design and implement teaching for the target school level, observe and evaluate, and adjust educational activities. |
| Input and basis | Teacher goals, confirmed materials and answers, school rules, task division, and observation records. | Curriculum plan, learning needs, material goals, and evaluation feedback. |
| Core tasks | Assist with review, prepare materials, check records, supervise activities, and give feedback. | Organize teaching activities, set goals, evaluate progress, and coordinate support. |
| Main outputs | Checkable learning support, material records, and questions for teacher confirmation. | Curriculum teaching and learning evaluation results, teaching plans, and support arrangements. |
| Responsible party | The lead teacher designs and implements the plan and the assistant supports per task division; the school handles protection and management. | The teacher bears teaching responsibility for the target school level, and school management and professional support are divided separately. |
| Communication | State original observations and unknowns clearly to the teacher, and coordinate parent communication when arranged. | Discuss progress and teaching plans with students, parents, and colleagues, and act per actual duties. |
| Authority boundaries | Do not independently change evaluations, diagnose students, or take over guardianship duties based on the assistant title. | Teaching qualifications and real appointment conditions are checked separately, and teaching authority is not medical diagnostic authority. |
Confirm goals, task division, material versions, and applicable students with the teacher, and do not change the curriculum on your own.
Repeat explanations of already taught concepts under teacher guidance, and observe understanding and questions and give feedback.
Enforce policy per school division, watch student and equipment safety, and return overreach issues to the responsible person.
Organize and label teaching aids and test items, prepare per the confirmed version, and do not treat your own draft as approved material.
Preserve original values, check homework records against the given answers, and make unknowns and corrections locatable without labeling.
Discuss task division and student progress issues, keep the factual basis and confirmation status, and leave parent communication to school arrangements.
The following is an editorially designed rule and record self-check; real student ability, safety, and learning outcomes cannot be judged from paper questions alone.
Under teacher guidance, review concepts individually or in small groups, prepare and distribute materials, observe and record progress, supervise activities per school policy, and coordinate task division. Tasks may include checking homework and tests against answer keys; actual grade responsibility depends on school authorization, and the assistant does not change teaching plans or student evaluation standards on their own.
The input is teacher-confirmed learning goals, teaching materials, answer keys and scoring rules, task division, and necessary student observation information. If rules are missing or responses are absent, keep them as questions; do not write a zero score, a disease label, or learning motivation from impressions.
Preschool and primary or secondary settings, public and private schools, and specific class arrangements differ. A regular assistant may come into contact with students with special needs, but special education specialized training, medical care, and diagnostic authority must not all be folded into this occupation.
| Prepare and distribute materials, preserve attendance and homework original values, and check and hand over corrections per the given rules. |
| Do not fill blank zero scores for what was not provided, and an answer key does not mean real student grades may be disclosed at will. |
| Willing to check versions, duplicates, and missing items, and to state corrections and teacher confirmation status. |
| Teaching assistants (special education) | Special education assistants support students with learning, emotional, and physical disabilities in academic, social, and life skills, with the teacher holding main responsibility, and their training differs from regular assistants. | Student objects and specialized social and life skills support differ, and the teacher's main responsibility still requires professional division. | For a preference for special support, independently check the target training, equipment, and assistance duties, and do not assume competence from regular exercises. |
|---|
| Postsecondary teaching assistants | Postsecondary assistants help teachers prepare teaching materials and discuss exams and grading, and the postsecondary object is independent, so the non-postsecondary combined wage is not used. | Postsecondary materials, discussions, exams, and grading differ from regular school support, and subject and school conditions are checked separately. | For a preference for postsecondary subject support, check the real institution, academic courses, and appointment requirements. |
|---|
| Preschool teachers | Preschool teachers organize activities that promote social, physical, and cognitive growth per the curriculum, and are lead teachers rather than regular auxiliary positions. | Organizing child growth activities per the curriculum, with teaching goals, evaluation, and qualifications different from an assistant. | For a preference for lead preschool teaching, check the teaching qualification and real kindergarten job conditions. |
|---|
| Elementary school teachers | Elementary school teachers bear subject and social skills teaching and goal and evaluation responsibility, and assistant experience does not automatically grant a teaching qualification. | Subject and social skills teaching goals, evaluation, and support arrangements are borne by the teacher's duties. | For a preference for lead elementary teaching, check the corresponding qualification, school level, subject, and recruitment training. |
|---|
If you are willing to review patiently per teacher goals or preserve records, you can first learn about lawful assistant conditions; when interests shift to special support, postsecondary, or lead teaching, add the professional school-level qualification for the target, and paper work grants no class teaching authority.
After choosing a direction, separate draft material checking, real student understanding observation, and school protection responsibility; a tool's correct answer cannot prove a child's mastery or teaching effectiveness.
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.
Text tools can help organize fictional test materials, compare given answer keys, and check duplicates, missing items, and corrections, which is editorial advice; this is not a proven occupational experiment on improving real learning outcomes, child safety, or assistant wages.
Insufficient evidence: this page has not obtained comparable AI adoption rates, net time savings, real teaching outcomes, or attributable job displacement research for precise 25-9042 regular school assistants; generic risks and non-postsecondary combined employment projections cannot fill in effect numbers.
BLS2025 through 2035 US SOC25-9045 non-postsecondary teaching assistant combined overall projection: 2025 base period 1,463,000 persons, 2035 end period 1,458,000 persons, official net decrease 4,900 persons, change -0.3%; annual average openings 176,200 including turnover exits and replacements, not an annual net increase or current recruitment. It includes regular 25-9042, special education 25-9043, and other 25-9049, excludes postsecondary 25-9044, and is not a separate figure for regular assistants. Headcounts are converted from thousands to preserve the original table precision, and the official net change is not recomputed from rounded endpoints; it includes 0.1% self-employed and a population different from OEWS employee wages, and does not decompose independent generative AI effects, real teaching outcomes, China demand, or personal unemployment probability.
| Work direction | Task | Current changes | Human control points |
|---|---|---|---|
| Materials | Organize the fictional three-question reference and the list of questions | Editorial advice purpose | Return to the original questions Q1=5Q2=4Q3=6, and do not fabricate a teacher-approved version. |
| Answer checking | Deduplicate per rules and check visible responses and missing items | Given-rule advice | Check the full scores 3, 2, 2 and the known 2 for S4, and do not fill zeros for what was not provided. |
| Rules | Organize school-level job qualifications and responsibility questions | The summary grants no qualifications | Check the teacher's main responsibility, entry inquiry, and job conditions against the school supervisor's original text. |
| Support | Organize drafts of student questions and questions for the teacher | Needs real confirmation | Describe visible responses and do not invent learning motivation diagnoses or promise grade improvement. |
| Work | Preserve fictional material versions and your own corrections | Entirely fictional | Do not include real names, family details, grades, images, or accounts; state the paper checking process. |
| Supervision | Distinguish text advice from real student protection actions | Paper provides no evidence of on-site ability | Real student support follows school division and training, and physical restraint or medical actions are not practiced. |
| Career choice | Compare combined projections with real school employment conditions | Net AI impact not quantified | Distinguish school-level main responsibility qualifications from contracts, and do not infer wages from tool experience. |
In the table below, tasks, NIST generic risks, and US combined training and employment each support their own scope; the editorial usage applies only to the given fictional records, and the task file must not be described as education outcome research.
Draft materials, rule-based answer checking, real student understanding observation, and education plan decisions differ. A model giving the correct answer cannot prove a child has mastered it, generated scores are not school-approved records, and no class teaching or diagnostic authority is granted.
What AI mainly changesOrganizing test answers and questions does not prove that real materials are age-appropriate or approved.
Still the responsibility of peoplePreserve the original rule version and questions for the teacher, and do not change official evaluation by model.
What AI mainly changesGiven answers can check visible submissions, and unknowns and blanks mean different things.
Still the responsibility of peoplePreserve duplicate original rows and your own corrections, and do not infer overall mastery from one correct response.
What AI mainly changesNo complete on-site effect experiment was obtained, so automating the whole job is not inferred.
Still the responsibility of peopleTeacher main responsibility, student protection division, real training, and data use still need human checking.
The original test reference version, actual responses, your own review, and teacher confirmation status are each preserved. The work is entirely fictional, and the model does not fill in answers that were not provided or fabricate teacher approval or student diagnosis.
Separate fictional answer-checking material drafts from real child support, and do not mix technical results.
Preserve the three-question answers and five original rows, and do not test models with real student material.
Check school-level duties, qualifications, entry inquiry, and school-permitted use; the summary grants no class teaching authority.
Independently check duplicates, correct and incorrect items, clear blanks, and non-provision per the rules.
Preserve the initial table, corrections, rules, unknowns, questions for the teacher, and the note that everything is fictional and not real grades.
The model may add learning reasons or teacher confirmation status without observation evidence.
Control method:Return to the original test and responses and keep them as questions for the teacher; do not diagnose or fabricate approved grades from a reply.
Names, grades, family details, and images may enter external services beyond school-permitted use.
Control method:The work is entirely fictional, and real data is handled per lawful school use and confidentiality rules.
Counting duplicates two times or filling blanks with zeros for non-provision changes the full score and accuracy rate.
Control method:Count the clear C duplicate only one time, and keep the submitted blank of S3 separate from the non-provision of S4.
Assisted records, teacher main responsibility, entry inquiry, and specialized support conditions differ.
Control method:Check official school original texts, and do not grant all duties from a job title, certificate, or software account.
Given response scores, child mastery progress, and wage projections are different results.
Control method:Separate input coverage and real teacher feedback, and set no student ability or class teaching pass line.
Use only the complete fictional three-question, five-row responses to preserve original values, deduplication, unknowns, and your own corrections, and do not claim real teaching grades or child service results.
Check real data use, teacher guidance, and objective original records separately; text tools do not remove student protection, activity supervision division, or anomaly reporting duties.
Confirm the target rules, record doubts, and evaluation authority; drafts do not fabricate mastery diagnosis or parent confirmation; data access is limited to lawful school purposes.
Clarify the division of teaching assistant duties and qualifications, entry inquiry, data use, and review and anomaly responsibilities; tool adoption needs real task evidence and cannot promise outcomes, wages, or replacement from a demonstration.
No. Paper answer checking differs from real child interaction and supervision; US OOH training is only a combined background, and actual school job qualifications, division, and protection training are checked separately. This page sets no class teaching pass line.
Source:BLS OOH: teacher assistants (non-postsecondary combined)Original material ↗
No. Generated references, visible responses, and understanding progress differ; one response does not explain strategy, motivation, or overall ability, and unknowns are returned to the teacher for confirmation rather than diagnosed by a model.
Source:NIST AI600-1: general generative AI risksOriginal material ↗
That cannot be assumed. Real grades, family contacts, and images are handled only for lawful school-permitted purposes; the work is entirely fictional, and real student material is not used to test public models or to display grades and rankings.
Source:NIST AI600-1: general generative AI risksOriginal material ↗
O*NET only describes supporting instruction under teacher guidance, with the teacher responsible for the plan. China's actual teaching qualification, school entry inquiry, and protection rules are separated by official text in the profile path, and a job task file cannot issue qualifications.
Source:O*NET25-9042.00: Regular School Teaching AssistantsOriginal material ↗
No net job change precisely attributable to AI was obtained; -0.3% is a non-postsecondary combined multi-factor projection and openings include replacements, so it cannot be treated as a regular assistant displacement rate or a personal outcome.
Source:BLS Table1.2: 25-9045 non-postsecondary assistant combined projectionOriginal material ↗
No. The OOH non-postsecondary combined US coursework, public school, and Title I conditions have scope and cannot stand in for China's actual teaching qualification applicability, entry inquiry, or school training.
Source:BLS OOH: teacher assistants (non-postsecondary combined)Original material ↗
First determine whether it is fictional checking or authorized real business, and check the test version, rules, and data use. Keep blanks and non-provision separate, leave values not given as unknown, and the model does not label, change official grades, or decide for the teacher.
Source:NIST AI600-1: general generative AI risksOriginal material ↗
Assistants continue to keep objective records, accurate materials, and supervision feedback within their duties, and teachers and schools bear plan and protection management per actual duties. Models cannot overstep to change curriculum evaluation, conceal student questions, or fabricate parent confirmation.
Qualification protection and inquiry are not a wage survey
| Material scope | Conditions or gaps | Applicability and gaps |
|---|---|---|
| Teaching qualifications and auxiliary division | Check per actual duties, not a wage number. | Check school job qualifications and entry inquiry separately; meeting one condition does not guarantee hiring or a specific wage; a regular auxiliary title does not prove a nationwide teaching qualification exemption or one shared certificate. |
| Education, coursework, and training | Qualifications do not map to wage percentiles. | Education coursework and teaching qualifications have applicable educational duty value but do not map to fixed wage percentiles; typical US non-postsecondary assistant training cannot stand in for target school job requirements in China. |
| Adjacent teachers and assistants | Independent objects' wages are not used as substitutes. | Special education assistants, postsecondary assistants, preschool teachers, and elementary teachers have different objects and responsibilities; their wage quotes cannot stand in for the precise distribution for this regular school assistant. |
| School-year contracts and summer wages | Check hours, benefits, and settlement separately. | Check school-year, semester, and full-year contracts, paid hours, lesson preparation and supervision, and benefits separately; school or training institution service charges are not personal wages, and one tutoring record cannot be counted as charge profit. |
Check work location, school level, and subject, teacher main responsibility and auxiliary division, contract hours and summer, wages and benefits, and data use separately. Do not infer a unified entry wage tier from education, certificates, or paper checking scores.
Real job comparisons first check region and time point, school level and institution, whether it is a lead teaching post, contract status, weekly hours, summer employment and wages, lesson preparation and supervision and record duties, performance and social insurance, and actual training support. A school job title does not directly determine wages and qualifications.
List employee base and performance wages, class-hour fees, training institution charges, and cost-deducted earnings separately. Contracts settle by school year, semester, or full year differently, and one class-hour charge cannot be multiplied by a full teaching calendar to infer a guaranteed monthly or annual salary.
Shifts, summer wages, commuting, standing activities, and actual training support need to be checked with the school. Many people in the US not working in summer does not mean all assistants in China share paid winter and summer holidays, and student protection division is not overridden for a wage promise.
Insufficient evidence: this page has not obtained the share of China regular school assistant wage, class-hour fee, or cost-deducted income change attributable to AI; material drafts and automated answer checking are not real teaching outcomes, and pay increases or cuts are not inferred from tool impressions.
| 2025 combined wage median | Combined reference: 36,780 US dollars per year (2025, 25-9045) | Combined reference, not a precise separate line | The 2025 combined median 36780 and the low and high boundaries belong to 25-9045 and cannot be written as precise 25-9042 wages; the 2023P25/P75 historical values are labeled separately and are not assembled into a complete same-period distribution. Qualifications and education do not map to percentile grades. |
|---|
| 2025 combined 90th percentile | Combined reference: 50,040 US dollars per year (2025, 25-9045) | 25-9045 high 10% above the boundary | The 2025 combined non-postsecondary assistant high 10% wage is above 50040 US dollars per year, not senior teacher certificate or specific education pay; percentiles cannot be used to infer personal seniority grades or an actual hiring quote. |
|---|
2025 combined pay 10th percentile：Combined reference: 27,150 US dollars per year (2025, 25-9045)；The low 10% is below the boundary, not a starting wage.
2023 historical combined pay 25th percentile：29,500 US dollars per year (2023 historical, combined 25-9045)；Historical percentiles are not assembled into a complete 2025 distribution.
2025 combined pay median：Combined reference: 36,780 US dollars per year (2025, 25-9045)；Not a separate 25-9042 line.
2023 historical combined pay 75th percentile：40,720 US dollars per year (2023 historical, combined 25-9045)；Historical percentiles are not senior qualifications.
2025 combined pay 90th percentile：Combined reference: 50,040 US dollars per year (2025, 25-9045)；The high 10% is above the boundary, not guaranteed pay.
This wage table published no hourly wage, and for OEWS entries without an hourly wage the annual wage is computed directly from survey data; annual values cannot be divided by 2080 to create an hourly rate for this occupation. Some people do not work full year full time, and specific school-year and summer contract paid time must be checked separately, without inferring an individual's annual take-home monthly pay.
Projected employment and OEWS wage coverage differ, wages exclude the self-employed, and BLS combined employment includes the self-employed. Combined headcounts cannot be treated as regular assistant headcounts, nor multiplied by the median to compute school spending or institution revenue; US projections do not stand in for China recruitment.
High and low percentiles are not junior or senior assistant or teaching qualification grades and need independent evidence to support a wage cause; US statistics cannot infer China school quotes or a certificate exemption conclusion.
Check the real school level, duties, contract, hours, summer wages, and benefit support. US 25-9045 includes regular, special education, and other non-postsecondary assistants, and 25-9044 postsecondary wages are not merged; school charges and personal wages are kept separate.
| Industry | Combined non-postsecondary assistant industry annual median wage | How to understand |
|---|---|---|
| Private elementary and secondary schools | 37,090 US dollars per year (median, 2025, combined) | The 2025 OOH private elementary and secondary school industry non-postsecondary assistant combined annual median wage is 37090 US dollars, not a separate regular assistant figure or all private school teacher wages, and it cannot guarantee each school's quote. |
| Local public elementary and secondary schools | 36,970 US dollars per year (median, 2025, combined) | The 2025 OOH local public elementary and secondary school industry non-postsecondary assistant combined annual median wage is 36970 US dollars, not an all-industry mean, a civil service salary, or China local school pay. |
| Child day care services | 34,920 US dollars per year (median, 2025, combined) | The 2025 OOH child day care services industry non-postsecondary assistant combined annual median wage is 34920 US dollars, not preschool teacher 25-2011 wages, and it cannot stand in for China child care or kindergarten assistant income. |
| Self-employed or institution revenue (excluded from the wage survey) | Statistics exclude the self-employed | Industry medians are still 25-9045 combined employee statistics, and OEWS excludes the self-employed; institution service charges, class-hour budgets, or personal cost-deducted earnings are not that wage. 2023 industry annual averages are a different period and statistic and are not compared with the 2025 median as a pay increase rate. |
Check the institution, region, and school level, education and teaching main responsibility and auxiliary division, qualifications and entry inquiry, and actual recruitment conditions. Combined wage percentiles cannot guarantee hiring or imply unified education and certificate thresholds.
Check base and performance wages, hours, lesson preparation and supervision, and school-year, summer, and paid contract and benefits; service charges or budgets cannot be treated as personal class-hour wages, and annual values are not automatically converted into a guaranteed monthly salary.
Commuting, shifts, standing activities, staff training, and student supervision support must be verified in reality. Many people not working in summer does not mean everyone has paid leave; an industry median does not explain each school's support for physical and living conditions.
The combined figure includes regular, special education, and other non-postsecondary assistants.
-0.3% rounds to 0%, not AI causality.
Mainly replacements, not annual additions.
Can SC interests decide whether I am suited to school assistant work?
No. SC is a career-activity clue, and liking to help or keep records does not certify real child supervision or teaching skills; first observe willingness to hear questions and preserve facts, then judge by real job qualifications, training, and living conditions.
Do not use it this way:Interests do not prove teaching qualifications, student protection, or health fitness, and the real school-level division and training must be checked.
Explore my career interestsWhich habits can be observed in fictional answer checking?
Observe preserving the original test, the C duplicate, the clear blank of S3, and the non-provision of S4, and correcting per rules. This page has no Big Five class teaching pass line, and one paper answer-checking exercise only hints at record weaknesses rather than judging actual classroom performance.
Do not use it this way:Check real shifts, school year and summer, commuting, and family arrangements together; liking teaching does not mean all school arrangements suit life, and standing activities and support training cannot be judged by a test; this page makes no health fitness conclusion.
Explore my Big Five traitsCan introversion or extraversion decide whether someone is suited to assistant work?
Social preference alone is not enough. Independently preparing materials and hearing student and teacher questions are both needed; liking conversation does not remove accurate records, and being quiet still requires feedback; return to the actual division and conditions and specific behavior for verification.
Do not use it this way:Four letters do not predict teaching outcomes, child safety, or school hiring; verify against real conditions.
Explore my personality preferencesDoes liking student recognition mean one can do assistant work well?
Separate teaching assistance interest, income expectations, and recognition motivation. Pleasing students or displaying grades cannot remove teacher rules and protection boundaries, and does not support shaming comparison, disclosing privacy, or promising better grades.
Do not use it this way:The Enneagram does not infer student motivation or teaching talent; return to observed facts and responsibility, and do not grant class teaching authority from a label.
Explore my motivation cluesDoes getting the scoring right mean one can teach a class independently?
No. Deduplication and answer checking are only a small part of record tasks, and real explanation, supervision, and child protection additionally require lawful school division and training; one calculation does not grant a teaching qualification or set a student ability line.
Do not use it this way:Scores do not replace qualifications, protection training, or real student interaction; check specific record errors first rather than judging overall ability from one attempt.
Explore my cognitive performanceHow can one understand learners while keeping a factual boundary?
First hear the question and restate the original test and response, and check the teacher's goals and support division. Respecting students does not mean filling in answers for them, guessing motivation, or promising higher scores, and emotional steadiness does not replace real supervision training.
Do not use it this way:Real student supervision, child protection, and necessary specialized assistance require lawful school division and training; paper questions do not involve class teaching, student recruitment, diagnosis, physical restraint, or hands-on care, and the real job requirements are learned first.
Explore my communication cluesBetter match:Willing to review patiently, hear questions, and give feedback per teacher goals.
Note:Visible responses do not prove real mastery, and the plan is the teacher's main responsibility.
Better match:Willing to check versions and prepare materials, and preserve duplicates, missing items, and corrections.
Note:Do not fill zeros for non-provision, and record access does not mean grades may be disclosed.
Better match:More interested in specialized academic, social, and life skills support.
Note:Target specialized training, equipment, and assistance duties are checked independently.
View related occupations:Teaching assistants (special education)Better match:More inclined to postsecondary subject materials, discussion, and exam support.
Note:Institution academic conditions are independent, and the non-postsecondary wage is not borrowed.
View related occupations:Postsecondary teaching assistantsBetter match:More inclined to organize child growth teaching activities per the curriculum.
Note:Lead teaching qualifications, school level, and recruitment conditions are checked independently.
View related occupations:Preschool teachersBetter match:More willing to take on elementary school target subject teaching and evaluation.
Note:Elementary school teaching qualification and plan responsibility are not replaced by assistant experience.
View related occupations:Elementary school teachersUse the complete three-question reference and the five-row table of four fictional learners, count the clear C duplicate of B only one time, and keep the submitted blank of S3 separate from the non-provision of S4. The questions do not recruit real students, and the accuracy rate is not used as a child ability or teacher competency test.
When feedback is vague, first locate the question number, original answer, and rules, restate the question, then check independently and preserve the initial table and corrections. Describing visible responses and questions matters more than guessing learning motivation, shaming by comparison, or changing official scores on your own.
Insufficient evidence: this page has not obtained a representative sample of hiring and rejection reasons for precise China regular school assistants. A non-hiring decision traces back to the actual post, school level, duties, qualifications, and feedback, without guessing personality or age as the sole cause; school protection and entry inquiry are not screening statistics.
Not the same. It also requires willingness to explain patiently, prepare materials, supervise activities, and keep accurate records, with real shifts, contracts, and protection support checked separately. The seven-day exercise only observes record habits and does not infer competence from helping interest.
Independent preparation and necessary teacher and student communication coexist; return to the specific quality of listening and feedback and do not exclude by extraversion or introversion; student expectations do not replace school division rules, and job conditions are verified in reality.
No. Teaching qualifications, job appointment, entry inquiry, student protection, and specialized equipment training cannot substitute for one another; whether the assistant actually has education and teaching duties must be checked with the school supervisor, and no blanket exemption or one shared certificate is assumed from the title.
List school level, location, shifts, commuting, school-year and summer wages and hours, standing activities, and training support, and ask the school about real arrangements; confirm when unclear, and do not infer from personality that everyone can teach classes long term.
You can use the three-question reference and the five-row table of four fictional learners to check duplicates, blanks, unknowns, and your own corrections. No real grades, families, or accounts are needed; do not contact children, claim real teaching output, or certify qualifications.
Return to specific material and record and feedback behavior and real conditions, and do not retest until you get a desired label. Paper and a real classroom differ, so keep unknowns and next learn about lawful training rather than setting your own pass line.
List original values, rule and unknown handling, places needing help, and real commitment, and choose only to learn about target school job conditions or compliant training. Do not recruit students, teach classes, disclose grades, or promise income from a checking table.
Risk reduction：Real student supervision and activity and equipment assistance follow school division and training; paper readers do not recruit children, teach classes, or practice physical restraint or medical care on their own, and unknowns go to the teacher or responsible person.
Basis：BLS OOH: teacher assistants (non-postsecondary combined)
Typical scenarios：Looking only at liking children or the wage, and ignoring activity strain, rest, and professional support.
Main positions：Standing activities, close interaction, and job seekers
Possible consequences：Actual execution and living arrangements may be affected, and paper personality cannot judge health fitness.
Risk reduction：Shifts, standing activities, close interaction, and training support must be verified in reality and are not judged by a test; income or evaluations cannot require ignoring physical strain and protection rules.
Basis：BLS OOH: teacher assistants (non-postsecondary combined)
Typical scenarios：Treating school charges and a combined annual wage as a guaranteed personal monthly salary, and missing contract hours and benefits.
Main positions：Those comparing job pay
Possible consequences：Actual paid time, income, and responsibility are unclear, distorting budgets and school job comparisons.
Risk reduction：Check wages and benefits, hours, lesson preparation and supervision responsibility, school-year and summer contracts, and settlement in reality; school charges and personal wages are kept separate, and a combined annual wage is not used to infer a guaranteed monthly salary for every school.
Basis：BLS OOH: teacher assistants (non-postsecondary combined)
Typical scenarios：Using an assistant title, teacher certificate, or software account in place of job appointment, entry inquiry, or specialized training.
Main positions：Explorers of school auxiliary teaching or a move to lead teaching
Possible consequences：Role conditions may not match actual duties, and the work cannot grant independent teaching or diagnostic authority.
Risk reduction：Teaching qualification applicability, actual job appointment, entry inquiry, and specialized protection training are separate; an assistant title, certificate, or account grants no full teaching, supervision, diagnostic, or special equipment authority.
Basis：Ministry of Education: notice on entry inquiry for teaching staff
Typical scenarios：Spreading real names, grades, family images, or public rankings to demonstrate a tool.
Main positions：Those handling teaching records and public works
Possible consequences：Data leaks beyond permitted use, and generating a correct answer does not prove lawful school authorization.
Risk reduction：Real student grades, family contacts, and images are managed confidentially only for lawful school-permitted purposes, and public works are entirely fictional; having records does not mean they may be uploaded to public models or that grades and rankings may be disclosed.
Basis：Ministry of Education: provisions on the protection of minors in schools · NIST AI600-1: general generative AI risks
Typical scenarios：Filling zeros for unknowns, treating blanks as motivation diagnosis, or changing official grades directly from model scores.
Main positions：Those assisting with answer checking and teacher communication and review
Possible consequences：Original record standards and support basis are lost, which may mislead evaluation and harm student dignity.
Risk reduction：Describe facts and questions per the test responses and return to the lead teacher to confirm support arrangements; do not attach lazy or ability diagnosis labels from one answer-checking exercise, and do not change official grades or discipline on your own.
Basis：Ministry of Education: provisions on the protection of minors in schools · NIST AI600-1: general generative AI risks
| Exploration entry | What to check early | Official scope and editorial observation | Demonstration without experience | Cannot be inferred from this |
|---|---|---|---|---|
| Fictional response checking | Preserve the original test, answers, and responses, and check duplicates, blanks, and unknowns. | O*NET supports learning and record tasks, not a hiring sample. | Entirely fictional original table, rule-based scoring, unknowns, and corrections. | Paper does not prove real student mastery or class teaching. |
| Classroom learning support | Check teacher goals, task division, and individual and small-group tasks. | O*NET assisted review under teacher guidance, with the lead teacher responsible for the plan. |
Teaching qualifications apply per specialized education and teaching duties, and school entry inquiry and protection responsibility are separate; this is not a unified assistant hiring sample.
With E1 three questions and five rows, check duplicate responses per E2, preserving reference rule original values, corrections, and unknowns, without labeling students.
Entirely fictional paper answer checking only, with no contact with real children and no actual teaching outcome, official grade, or qualification proof.
Ask the school about school-level teacher and assistant division, qualification inquiry, shifts, contracts, summer wages, and training and protection support.
Preserve the three-question reference and five original rows, count the C duplicate of B only one time, and deduplicate to four learners; keep submitted blanks separate from non-provision.
S1=3, S2=2 and S3=2; S4 has two known questions with 2 points and an unknown full score, and the first three 7/9 and the overall known 9/11 cannot be treated as a full accuracy rate.
Mark that you wrote everything as entirely fictional without real teaching, without student family, grade, image, or account data, without diagnosis or official grade changes, and that the work grants no qualifications.
Preserve the initial table, your own corrections, rules, unknowns, questions for the teacher, and places needing help, and choose only to learn about lawful school job conditions or compliant training.
| Scenario | What to check | How to observe | Cannot be inferred from this |
|---|---|---|---|
| Before asking about the job | Check the school's real school level, duties, qualifications, and your own materials. | The verified official scope matches the unknown questions. | Paper work does not guarantee hiring or teaching competence. |
| Receiving record feedback | Restate the question number, reference rules, original responses, and missing items. | Locate original values and scoring corrections, and keep unknowns. | Do not change official grades on your own from paper answer checking. |
| Confirm real employment |
| Qualification / preparation item | Who it mainly suits | Real use in job seeking | Whether it is a common entry threshold | Enrollment / application conditions | Investment considerations | Important limits |
|---|---|---|---|---|---|---|
| Teaching qualification applicability | Those actually specializing in education and teaching posts. | Check the target school level education and teaching qualification and real duties. | In China, those specializing in education and teaching should hold a teaching qualification, and actual auxiliary duties are checked first. | Return to the competent authority's original text and the school to check school-level duties and conditions. | Check the actual officially recognized training cost and time, and do not fabricate a unified price. |
E1 one fictional exercise with three questions: Q1 is 2+3 with reference 5; Q2 is 6-2 with reference 4; Q3 is 3×2 with reference 6. The four fictional learners are S1-S4, with no real child names, grades, or images.
Five original rows: A S1 responses [5,4,6]; B S2[5,3,6]; C S2[5,3,6] clearly duplicating B; D S3[5, blank, 6] clearly the submitted blank of Q2; E S4[5, not provided, 6] meaning the record for Q2 did not provide it, not a submitted blank. Keep all original rows.
E2 counts a clear duplicate for the same person and the same attempt only one time; a correct answer is 1 point, a wrong answer or a clear submitted blank is 0 points, and non-provision is pending confirmation and is not filled with 0. Check responses only per the given rules, and do not guess learning reasons or overall ability.
E3 includes the original questions and reference, five original rows, deduplication status, per-question rule-based scoring, known and complete unknowns, questions for the teacher, the initial table and your own corrections, and a note that everything is fictional and not real grades.
Four deduplicated records S1-S4. S1 is 3/3, S2 is 2/3 with Q2 originally 3 against reference 4, S3 is 2/3 with the submitted blank of Q2 scored 0 per the rules; S4 has known Q1Q3 for 2 points in total, Q2 was not provided, and the complete score is pending confirmation.
The first three complete records total 7 correct out of 9 questions; the four learners have 9 correct out of 11 known questions, which cannot be written as an overall 9/12 full accuracy rate. The S4Q2 unknown leaves the overall full total score and accuracy rate unknown; keep the C duplicate original row and the distinction between blanks and missing items, and describe this question without diagnosing learning motivation.
Preserve the three-question reference and five original rows, and keep the submitted blank of S3 clearly separate from the non-provision of S4.
The C duplicate of B is counted only one time, deduplicating to four learners, with all original rows kept.
Without looking at the answers, check each question as correct 1 or wrong or blank 0, and mark non-provision as pending confirmation without filling zeros.
Check that the first three complete records 3, 2, 2 total 7/9; the overall known 9/11 is kept separate from the complete unknown.
Compare with the original questions and reference and your own independent calculation, preserve the basis for initial table corrections, and do not guess student motivation from scores.
Per E3, list original values, rules, deduplication, scoring, unknowns, and confirmation, plus corrections and your statement that everything is fictional and not real grades.
Typical duties：First learn about the target school level and school and actual auxiliary duties, and confirm the lead teacher's goals, materials, and support tasks, not just the job title or liking children.
Promotion evidence：Real duty and condition questions, fictional original questions, rules, and responses, and unknowns.
Qualification boundaries：An auxiliary post title does not substitute for a teaching qualification or appointment confirmation.
Next step：Learn about lawful school actual training and job conditions.
Typical duties：Learn individual and small-group review, listening and feedback, and activity supervision within real lawful school conditions and division; this page does not instruct explorers to teach a class alone.
Promotion evidence：Real training feedback and the specific support tasks still needing help.
Qualification boundaries：Paper answer checking does not prove competence in teaching or supervising real children.
Next step：Check shifts, contracts, summer, training, and personnel support responsibility.
Typical duties：Describe facts and problems per question numbers and original responses, and preserve rules, corrections, and teacher confirmation; observation is not a diagnosis of a student's overall ability or motivation.
Promotion evidence：Locatable actual observation modifications and the basis for teacher confirmation.
Qualification boundaries：Model drafts cannot fabricate student mastery or parental consent.
Next step：Check school feedback, record authority, and permitted data use.
Typical duties：Before moving to lead teacher, special education, or postsecondary assistant work, check the school-level and subject qualifications, job conditions, and specialized training, and do not infer promotion from regular assistant seniority.
Promotion evidence：Real repeated feedback and knowledge gaps for the target role.
Qualification boundaries：Regular assistant experience does not grant all school-level and care authority.
Next step：Choose only one compliant training next step for the target conditions.
Typical duties：Confirm material versions, answer keys, scoring rules, and data access per teacher arrangements; student grades and family information must not be handled or disclosed at will because of an account.
Promotion evidence：Real teacher task confirmation and a list of material version questions.
Qualification boundaries：Being able to use a spreadsheet does not mean you can independently decide curriculum and grades.
Next step：Ask the school about the actual division, data use, and training.
Typical duties：Prepare materials and check attendance and homework records per real school rules, preserve the difference between clear blanks and non-provision, and speed cannot remove original value checking or protection requirements.
Promotion evidence：Real training feedback, specific record corrections, and unfamiliar items.
Qualification boundaries：Receiving materials does not grant authorization to use all student information.
Next step：Check record system authority and teacher review feedback responsibility.
Preserve original responses and the basis for version changes, and separate draft checking, teacher confirmation, and official records; unknowns, rules, or missing items are not filled into complete scores by a model.
Typical duties：Use the three-question, five-row fictional table to preserve the four learners, deduplicate clear duplicates, and separate submitted blanks from non-provision, and do not treat paper scoring as real teaching output.
Promotion evidence：Your own original-value and rule table and a list of unknown questions for the teacher.
Qualification boundaries：Fictional records grant no teaching, guardianship, or diagnostic qualifications.
Next step：Learn about the school's teacher assistant and protection management division.
Typical duties：Score per the given correct 1, wrong or blank 0, and non-provision unknown rules, preserve the C duplicate original row, and take unknowns to the teacher as questions rather than changing official records on your own.
Promotion evidence：Independent calculation results and the specific basis for initial table corrections.
Qualification boundaries：Real student data is not used for practice with public models.
Next step：Add target school record and objective feedback training knowledge.
Preserve original values, rules, known subtotals, complete unknowns, and objects to confirm; the known 9/11 cannot be written as an overall 9/12, and a child's motivation is not guessed from responses.
First check the school level and job duties, preserve original questions, answers, and responses and versions, and list unknowns as questions for the teacher rather than filling them in as certain grades.
Get real feedback from lawful school division and training, with teacher and student communication, activity supervision, and necessary specialized assistance checked separately.
Preserve original observations and rules, the basis for corrections, and teacher confirmation status, and do not write checking drafts as officially approved grades.
Before expanding to lead teaching or moving to special education or postsecondary support, check the new qualifications, training, and duties, and do not grant authority automatically from assistant seniority.
The BLS combined projection and school demand background do not isolate a separate AI-caused headcount and do not guarantee hiring at every school; regular, special education, and other non-postsecondary assistants are combined and cannot be written as this page's precise growth rate.
Cannot show：The 25-9045 combined figure includes regular, special education, and other non-postsecondary assistants; projected openings include replacements and provide no separate 25-9042 projection or net AI effect.
China · Faculty and staff to be hired by primary and secondary schools, including kindergartens
Auxiliary staff are included in the inquiry, with teaching qualifications checked separately
Entry inquiry and duty qualifications
China's 2023 entry inquiry covers school education and teaching auxiliary and other staff to be hired, and is handled by the school and competent department per process; teaching qualifications are checked separately per actual specialized education and teaching duties. The inquiry system does not prove job wages, hiring rates, or AI adoption shares.
Cannot show：Entry inquiry is a verification procedure for teaching staff to be hired; qualifications for specialized education and teaching work are checked separately per real duties, and the assistant title cannot be used to claim a certificate exemption.
China · The provisions apply to schools and student protection
Protection regulations are not current recruitment statistics
Protection requirements and recruitment gap
Insufficient evidence: this round has not obtained a representative total of current open positions or a complete employment sample for China regular preschool to secondary teacher assistants. School protection, entry inquiry, and teaching qualification rules do not provide recruitment volume, and US combined projections cannot replace China demand rates.
Cannot show：Without a representative current recruitment sample, the number of published rules, US openings, or scattered job counts are not written as a China demand trend.
These are ability adjacency relationships and do not mean automatic promotion or that no further training is needed.
Transferable：Review, observation records, and cooperation under teacher guidance can be a foundation for understanding special education support.
Needs improvement：Add individualized support and disability-related professional training and team supervision; do not treat regular assistant experience as independent therapy or special education authorization.
View occupation detailsTransferable：Material preparation and checking against given answers can be a foundation for postsecondary teaching support.
Needs improvement：Add postsecondary course knowledge, discussion organization, and institution hiring requirements; college teaching support scope and primary and secondary protection procedures are checked separately.
View occupation detailsTransferable：Helping with young children's activities and observation records helps in understanding preschool teaching.
Needs improvement：Add curriculum and activity design, developmental appropriateness, evaluation, and actual teaching qualifications; assistants do not automatically take on main responsibility for the education plan.
View occupation detailsTransferable：Small-group review and classroom order support can be a foundation for understanding elementary teaching.
Needs improvement：Add curriculum goals, teaching design, learning evaluation, and elementary teacher appointment qualifications; paper answer checking does not prove class teaching competence.
View occupation detailsTransferable：Preserving observation original values and unknowns helps with special education team handoffs.
Needs improvement：Add individualized support methods and professional supervision training, and do not infer diagnosis or treatment plans from scores.
View occupation detailsTransferable：Answer-checking rules and correction notes can be used for postsecondary teaching assistant exploration.
Needs improvement：Add subject content and course team rules, and do not use three fictional arithmetic questions to prove postsecondary teaching qualifications.
View occupation detailsTransferable：Willingness to cooperate, explain patiently, and organize materials can be a foundation for preschool teacher exploration.
Needs improvement：Add activity goals, early childhood development, and teaching design; related qualifications and hiring conditions still need verification.
View occupation detailsTransferable：Hearing student responses, keeping accurate records, and accepting feedback can be a foundation for elementary teacher exploration.
Needs improvement：Add elementary curriculum teaching and evaluation and qualification conditions, and do not infer student ability or your own teaching competence from a total exercise score.
View occupation detailsThe locally frozen current code is 25-9042 regular preschool to secondary assistant; the old 25-9041 is discontinued and split into 25-9042/43/49. This page does not change the frozen mapping, special education and postsecondary assistants are listed separately, and BLS25-9045 combined data can only be labeled as a reference.
Use the complete five-row fictional three-question answer sheets, preserve original values, clear duplicates, submitted blanks, and non-provision, check answers per the given rules, and record corrections. Do not use real child data, recruit students, substitute teach, or contact children for the exercise.
The US OOH typically requires at least two years of college coursework, Title I posts have specific education or assessment requirements, and some need first aid training; in China, check teaching qualifications per actual specialized education and teaching duties, school level, and appointment conditions, and entry inquiry for auxiliary staff must also be handled. The two countries do not substitute for each other.
Insufficient evidence: this page has not obtained causal evidence of the net AI employment effect on regular school assistants or real teaching outcome evidence. AI can draft materials and check given answers, but three-question scores do not prove understanding reasons, disability diagnosis, or learning gains, and teaching decisions and student protection are still confirmed per school duties. BLS2025 through 2035 US SOC25-9045 non-postsecondary teaching assistant combined overall projection: 2025 base period 1,463,000 persons, 2035 end period 1,458,000 persons, official net decrease 4,900 persons, change -0.3%; annual average openings 176,200 including turnover exits and replacements, not an annual net increase or current recruitment. It includes regular 25-9042, special education 25-9043, and other 25-9049, excludes postsecondary 25-9044, and is not a separate figure for regular assistants. Headcounts are converted from thousands to preserve the original table precision, and the official net change is not recomputed from rounded endpoints; it includes 0.1% self-employed and a population different from OEWS employee wages, and does not decompose independent generative AI effects, real teaching outcomes, China demand, or personal unemployment probability.
Insufficient evidence: this round has not obtained a nationally comparable wage distribution for the China regular school assistant occupation. No. The 2025 median of 36,780 and the low and high 10% boundaries of 27,150 / 50,040 US dollars per year are a 25-9045 non-postsecondary assistant combined reference; the 2023 historical P25/P75 values are listed separately by period and are not assembled into a complete same-period distribution. No hourly wage was published, so annual values are not divided by 2080 to create an hourly rate; China actual duties, contracts, hours, and holiday pay are checked separately. China education industry urban unit pre-tax annual average wages in 2025: 133,539 yuan per year for non-private and 63,908 yuan per year for private, with the two unit types counted separately in aggregate and not combined into a personal wage range. They cover legal-person units with 5 or more persons employed in urban areas, exclude self-employed individuals and freelancers, and include personal income tax, social insurance, and housing fund deductions; use only as background when the actual employer belongs to the education industry, and do not automatically include other industries or individual class-hour services under the assistant title. This is not the median, starting pay, teacher wage, class-hour charge, or cost-deducted net income for the regular school assistant occupation, and it does not fill the gap for a precise national distribution and current job quotes.
Check real duties, school protection and entry conditions, activity supervision and specialized training, information confidentiality, hours, and pay. Grades must not be publicly displayed; school protection rules do not mean an individual can check others' criminal records or make treatment decisions alone.
See whether the person can hear responses patiently, hold to the given rules, preserve original values and unknowns, accept corrections, and report promptly, combined with real living and training conditions. SC is a career interest reference and cannot serve as personality diagnosis, permission to contact students, or a hiring pass line.
Preserve the five-row original answer sheets, count the clear C duplicate of B only one time for four unique learners; S1 is 3/3, S2 and S3 are 2/3, and S4 has a known 2 points but an unknown total. The three complete learners total 7/9 and the four learners' known total is 9/11, which cannot be written as an overall 9/12 full accuracy rate; attach your own revisions and items pending teacher confirmation.
If original values and rules are unclear, keep the question and report to the teacher and school responsible person per duties; within this occupation's scope, protection rules require prompt handling, and matters outside the scope or impossible to handle are reported promptly, with reports to the competent department or police per the rules when necessary. Paper exercises do not process real student grades or personal background inquiries.
FermatMind career content editorial
2026-10-01 original production and first reading; 2026-10-02 only the EP, OOH wages, and NBS review supplement this round, and historical wage and regulation periods are each preserved.
This round checked the 25-9045 non-postsecondary combined overall EP, the OOH2025 combined wages, and the NBS education industry pre-tax unit condition background; the original O*NET main and four adjacent old classifications, 2023 historical wages, and China qualification, entry inquiry, student protection, and NIST follow their original scope, without presuming a full re-reading of all regulations this round. Fictional answer checking does not prove learning outcomes, independent class teaching, or qualifications.
Usage limits：Special education strategies and equipment support require specialized training, and regular assistant experience does not grant qualifications to one another.
Usage limits：Elementary school teachers are not regular assistants, and teaching qualifications and plan and evaluation responsibility are checked independently.
Usage limits：25-9045 includes 25-9042/43/49 and is not a separate figure for this occupation; openings include replacements and AI causality is not decomposed.
Usage limits：The inquiry content for teachers differs from that for other staff, and it grants no independent teaching and provides no wage or recruitment statistics.
Usage limits：The old name or slug does not merge the current occupation identity, and the BLS combined scope follows the statistical original text.
Usage limits：School protection rules are not a representative employer hiring or wage sample, and actual school-level job duties are checked separately.
Usage limits：Preschool teachers are not auxiliary posts, and target qualifications and actual duties are re-checked.
Usage limits：The inquiry content for teachers differs from that for other staff, and it grants no independent teaching and provides no wage or recruitment statistics.
Usage limits：Did not test precise school assistant adoption, time savings, real teaching outcomes, or student diagnostic ability.
Usage limits：Annual wages come directly from the survey and are not divided by 2080 to create an hourly rate; the historical combined figure is not the precise 2025 pay for this occupation.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Did not test precise school assistant adoption, time savings, real teaching outcomes, or student diagnostic ability.
Usage limits：Annual wages come directly from the survey and are not divided by 2080 to create an hourly rate; the historical combined figure is not the precise 2025 pay for this occupation.
Usage limits：25-9045 includes 25-9042/43/49 and is not a separate figure for this occupation; openings include replacements and AI causality is not decomposed.
Usage limits：The inquiry content for teachers differs from that for other staff, and it grants no independent teaching and provides no wage or recruitment statistics.
Usage limits：Do not assert a blanket exemption or one shared certificate from the assistant title, and keep entry inquiry separate from job qualifications.
Usage limits：Do not assert a blanket exemption or one shared certificate from the assistant title, and keep entry inquiry separate from job qualifications.
Usage limits：Do not assert a blanket exemption or one shared certificate from the assistant title, and keep entry inquiry separate from job qualifications.
Usage limits：Do not use the non-postsecondary 25-9045 wage or entry conditions in place of postsecondary assistant conditions.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Excludes special education specialist and postsecondary assistants, and does not project onto China entry.
Usage limits：Regular and special education and other non-postsecondary assistants are combined, and summer arrangements do not mean a unified China paid holiday or qualification.
Usage limits：Annual wages come directly from the survey and are not divided by 2080 to create an hourly rate; the historical combined figure is not the precise 2025 pay for this occupation.
Usage limits：Did not test precise school assistant adoption, time savings, real teaching outcomes, or student diagnostic ability.
Usage limits：The inquiry content for teachers differs from that for other staff, and it grants no independent teaching and provides no wage or recruitment statistics.
Usage limits：Paper records do not prove student ability, teaching outcomes, diagnosis, or independent class teaching qualifications.
Usage limits：Conditional industry background, not precise regular school assistant wages or recruitment quotes
For career exploration. Real work requires checking duties, qualifications, school protection, and appointment conditions; fictional three-question scores do not prove understanding reasons or learning gains, and real student grades, family data, or accounts are not used for work practice. The current 25-9042 and the BLS25-9045 combined scope are kept separate, and special education and postsecondary assistants are listed separately. 2025 wages and 2023 historical percentiles are different periods, and no published hourly wage is back-calculated using 2080; China wages are checked separately. The entirely fictional three-question answer checking verifies only the given rule records and does not prove real learning outcomes, teaching qualifications, or independent class teaching ability.
MBTI (English) · Big Five (English) · MBTI (Chinese) · Big Five (Chinese)
Preserve the original test and responses, locate unknowns, and return to the lead teacher to confirm standards and support arrangements; do not fill missing items with zeros or diagnose or punish from one response.
Actual data access and use are limited to approved school purposes, and protection and anomalies are handled and reported per the responsibility process; paper exercises do not practice physical restraint, medical care, or real class teaching.
Real student grades, family contact details, and images are kept confidential per the school's lawful use; Chinese school protection rules require student information management confidentiality, and grades and rankings must not be disclosed at will. Public works are entirely fictional, and parental verbal support does not grant permission to upload anything to arbitrary models.
| List fictional questions and questions for the teacher, and do not contact children. |
| The assistant title grants no independent curriculum evaluation. |
| Materials and records support | Check versions, materials, attendance, homework, and data use. | O*NET material checking and records, and China confidentiality rules. | Preserve original values, rules, corrections, and the confirmation status list. | Having data does not mean real grades may be disclosed. |
|---|
| School qualifications and training | Learn about the real job school level, qualifications, inquiry, and training support. | Keep China qualification inquiry and protection separate from typical US coursework. | Honestly list verified original texts and matters needing help. | The work does not replace appointment or protection training. |
|---|
| Four adjacent comparisons | Check the special education, postsecondary, preschool, and elementary objects and main responsibility. | The four independent SOC tasks differ in school level, plan, and responsibility. | List target entry, duties, and training to confirm. | Shared records do not grant teaching qualifications to one another. |
|---|
| Keep teaching qualifications, entry inquiry, and protection duties separate. |
| A certificate or account grants no full teaching authority. |
| Review the paper process | Explain deduplication, clear blanks, unknowns, and the known complete scope. | Show the entirely fictional original questions, original table, and your own modifications. | An editorial exercise, not a unified teaching qualification examination. |
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| School entry inquiry | Prospective teaching and auxiliary staff at primary and secondary schools, including kindergartens. | Check pre-employment inquiry and employment prohibition applicability. | The 2023 notice covers auxiliary and other staff, and the inquiry content for teachers differs from that for other employees. | The school submits to the competent department for inquiry; individuals do not check others' records. | Follow the school's actual process and do not invent fees. | The inquiry is not a teaching qualification or independent class teaching authorization. |
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| Real post and contract | Those planning to serve as school assistants or move to teaching duties. | Check school-level division, hours, benefits, summer, and support. | Follow the real lawful school appointment conditions, and do not infer a unified threshold from an occupation name. | Check local school duties, contracts, and qualifications separately. | Check contract hours, training, and personal preparation investment in reality. | Qualification conditions do not guarantee hiring, wages, or establishment. |
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| US school level and school conditions | US applicants for target public or private school level assistant posts. | Check typical coursework and actual state and school requirements. | OOH typically two years of college coursework, and public school Title I rules have specific scope. | Check target state and school requirements and some first aid conditions separately. | Check the actual coursework, training process, time, and cost; do not use these costs to infer costs in China. | The non-postsecondary combined background does not prove that all regular assistants share the same conditions. |
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| School protection and specialized training | School support personnel who meet lawful appointment conditions. | Check supervision, equipment, data confidentiality, and handling and reporting division. | Follow the real school division and training, and check specialized care professional conditions separately. | Clarify allowed data use and supervision support responsibility. | Check actual school training time, cost, and support. | Teacher main responsibility does not remove the assistant's duty of protection within their role. |
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| Fictional answer-checking work | Explorers with no real school support experience. | Show rules, deduplication, unknowns, and your own corrections. | The editorial work is not a statutory certificate or required by all employers. | Only the complete three-question, five-row fictional material of E1E2E3. | A paper table is enough; no real student account is needed. | Does not prove class teaching, student diagnosis, or real teaching outcomes. |
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Paper record answer checking only; do not recruit or contact real students, teach classes, or practice physical or medical care; do not disclose real grades or upload child and family data. Exercise scores do not prove real mastery or teaching outcomes, and official evaluation is confirmed by the school's real rules and division.
List errors, places needing help, and real school conditions, and learn about lawful posts or compliant training, without contacting children or teaching classes.
Promotion evidence：Real original records, corrections, and confirmation status are locatable.
Qualification boundaries：Tools cannot fabricate officially approved grades or parental confirmation.
Next step：Learn about school grade records and the question reporting process.
Typical duties：When the student school level, data types, or job duties change, re-check qualifications, training, and permitted use, and previous system accounts or experience do not exempt the new conditions.
Promotion evidence：Real contribution feedback and professional gaps needing training.
Qualification boundaries：Software accounts and the work do not replace new qualification duties.
Next step：Return to the supervisor and school original texts to check the new task data scope.
Promotion evidence：Locatable checking rules, unknowns, and your own correction records.
Qualification boundaries：Paper answer checking cannot replace real learning observation or teacher decisions.
Next step：Add communication, feedback, and protection rule knowledge per actual duties.
Typical duties：Before moving to special support, postsecondary, or lead teaching, check target school-level and subject qualifications and training; shared material and record habits are only a learning foundation.
Promotion evidence：Real feedback and target entry professional training gaps.
Qualification boundaries：Regular assistant work grants no full education and care authority.
Next step：After checking the target conditions, choose only one lawful next step for learning.
Usage limits：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.
