Education Administrators, Kindergarten through Secondary

AI & job outlook

What today's research says about this occupation's exposure to AI, how AI is actually being used in it, and where employment is headed. These are positions within published studies — measures of exposure and usage, not predictions that this job will disappear.

Exposure to current AI

Each study uses its own scale, so the raw scores are not comparable across rows — the percentile (this job's rank among all U.S. occupations with data) is the comparable figure, and sizes the bars.

OpenAI's exposure study scores tasks three ways: with a language model alone (α 0.0), with simple added tooling (β 0.4), and including AI-powered software (γ 0.8). Higher means more of the job's tasks could be done at least twice as fast — not that they will be automated away.

Most of this job's tasks can be done remotely (Dingel–Neiman), which tends to track with higher digital and AI exposure.

How AI is actually used in this job

Among measured AI assistant conversations mapped to this occupation (Anthropic Economic Index, 2026-01-15), these task types came up most. These are shares of observed AI conversations — not shares of the job, of worker time, or of what could be automated.

Job outlook

Independent U.S. Bureau of Labor Statistics employment projection for 2024–2034 — a labor-market forecast, not an AI-impact forecast.

“Annual openings” counts new jobs plus replacements for workers who leave the occupation, so it can be large even when growth is modest.

Where this work sits on the global GenAI gradient

The ILO's 2025 global study scores generative-AI exposure on the international ISCO-08 occupation system, not US SOC. Bridged through the published (and approximate, many-to-many) IBS O*NET-SOC ↔ ISCO-08 crosswalk, this US occupation corresponds to the international occupation below. Exposure here means how much of the work's tasks today's AI can attempt — task overlap, not automation, adoption, or jobs lost.

Read the whole six-band gradient on the GenAI exposure gradient page. The crosswalk is approximate: a US occupation can map to several international ones, and the ILO scores describe the international occupation, not this exact US role.

Working with AI in this job

How people actually apply AI to this occupation's tasks, from Claude.ai (Free and Pro) conversations in the Anthropic Economic Index, 2026-01-15. This is one AI assistant's consumer sample — not all AI, not the whole workforce. Autonomy and the collaboration mix are model-rated estimates; figures below the sample floor are hidden.

What people delegate to AI

The role's most common tasks in AI conversations, each tagged with how people work with the AI on it. “Usage” is the share of observed conversations, not of the job.

Where a human is still needed

Tasks where the model most often judged that a person remained necessary — a useful read on the current boundary, not a guarantee.

What people most often hand AI here

Example prompts phrased from the tasks people most often delegate to AI in this occupation (Anthropic Economic Index). Each shows the underlying measured task and its share of observed AI use. They are suggested phrasings of real tasks — starting points, not endorsed instructions.

• Help me counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues.

  From: Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. · 5.7% of measured AI use · task iteration

• Help me plan and develop instructional methods and content for educational, vocational, or student activity programs.

  From: Plan and develop instructional methods and content for educational, vocational, or student activity programs. · 3.1% of measured AI use · task iteration

• Help me evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations.

  From: Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and utilization, and to ensure that school activities comply with federal, state, and local regulations. · 2.9% of measured AI use · directive

• Help me coordinate and direct extracurricular activities and programs such as after-school events and athletic contests.

  From: Coordinate and direct extracurricular activities and programs such as after-school events and athletic contests. · 1.3% of measured AI use · directive

Tasks

All 32 tasks O*NET lists for this occupation, ordered by importance. Each links to its own page with AI-exposure and observed-use detail.

• Counsel and provide guidance to students regarding personal, academic, vocational, or behavioral issues. Core · importance 4.5
• Confer with parents and staff to discuss educational activities, policies, and student behavior or learning problems. Core · importance 4.5
• Determine the scope of educational program offerings, and prepare drafts of course schedules and descriptions to estimate staffing and facility requirements. Core · importance 4.4
• Observe teaching methods and examine learning materials to evaluate and standardize curricula and teaching techniques and to determine areas for improvement. Core · importance 4.4
• Collaborate with teachers to develop and maintain curriculum standards, develop mission statements, and set performance goals and objectives. Core · importance 4.3
• Enforce discipline and attendance rules. Core · importance 4.3
• Recruit, hire, train, and evaluate primary and supplemental staff. Core · importance 4.2
• Direct and coordinate activities of teachers, administrators, and support staff at schools, public agencies, and institutions. Core · importance 4.2
• Plan and lead professional development activities for teachers, administrators, and support staff. Core · importance 4.2
• Set educational standards and goals, and help establish policies and procedures to carry them out. Core · importance 4.2
• Evaluate curricula, teaching methods, and programs to determine their effectiveness, efficiency, and use, and to ensure compliance with federal, state, and local regulations. Core · importance 4.1
• Create school improvement plans, using student performance data. Core · importance 4.0
• Determine allocations of funds for staff, supplies, materials, and equipment, and authorize purchases. Core · importance 4.0
• Prepare and submit budget requests and recommendations, or grant proposals to solicit program funding. Core · importance 4.0
• Establish, coordinate, and oversee particular programs across school districts, such as programs to evaluate student academic achievement. Supplemental · importance 3.9
• Plan and develop instructional methods and content for educational, vocational, or student activity programs. Core · importance 3.9
• Mentor and support administrative staff members, such as superintendents and principals. Supplemental · importance 3.9
• Collect and analyze survey data, regulatory information, and data on demographic and employment trends to forecast enrollment patterns and curriculum change needs. Supplemental · importance 3.9
• Advocate for new schools to be built, or for existing facilities to be repaired or remodeled. Supplemental · importance 3.8
• Participate in special education-related activities, such as attending meetings and providing support to special educators throughout the district. Core · importance 3.8
• Recommend personnel actions related to programs and services. Core · importance 3.8
• Prepare, maintain, or oversee the preparation and maintenance of attendance, activity, planning, or personnel reports and records. Core · importance 3.6
• Plan, coordinate, and oversee school logistics programs, such as bus and food services. Supplemental · importance 3.6
• Review and interpret government codes, and develop programs to ensure adherence to codes and facility safety, security, and maintenance. Core · importance 3.6
• Develop partnerships with businesses, communities, and other organizations to help meet identified educational needs and to provide school-to-work programs. Core · importance 3.5
• Teach classes or courses to students. Supplemental · importance 3.5
• Direct and coordinate school maintenance services and the use of school facilities. Core · importance 3.5
• Meet with federal, state, and local agencies to stay abreast of policies and to discuss improvements for education programs. Supplemental · importance 3.5
• Review and approve new programs, or recommend modifications to existing programs, submitting program proposals for school board approval as necessary. Core · importance 3.5
• Write articles, manuals, and other publications, and assist in the distribution of promotional literature about facilities and programs. Supplemental · importance 3.3
• Coordinate and direct extracurricular activities and programs, such as after-school events and athletic contests. Supplemental · importance 3.3
• Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs. Core · importance 3.3

Emerging tasks

Newer responsibilities O*NET has flagged as growing for this occupation.

• Supervise student pick-up or drop-off.

Work activities

• Conduct employee training programs.
• Support the professional development of others.
• Maintain knowledge of current developments in area of expertise.
• Coordinate operational activities with external stakeholders.
• Develop operating strategies, plans, or procedures.
• Direct organizational operations, projects, or services.
• Manage outreach activities.
• Evaluate student work.
• Analyze data to inform operational decisions or activities.
• Prepare forms or applications.
• Recommend organizational process or policy changes.
• Maintain personnel records.
• Prepare operational progress or status reports.
• Advise others on career or personal development.
• Prepare financial documents, reports, or budgets.
• Prepare proposals or grant applications to obtain project funding.
• Direct facility maintenance or repair activities.
• Collaborate with other professionals to develop education or assistance programs.
• Serve on institutional or departmental committees.
• Teach classes in area of specialization.
• Promote products, services, or programs.
• Develop educational goals, standards, policies, or procedures.
• Establish interpersonal business relationships to facilitate work activities.
• Supervise employees.
• Determine operational compliance with regulations or standards.
• Evaluate program effectiveness.
• Develop organizational policies or programs.
• Hire personnel.
• Recruit personnel.
• Coordinate special events or programs.
• Develop safety standards, policies, or procedures.
• Approve expenditures.
• Prepare operational budgets.
• Develop promotional materials.
• Advise others on business or operational matters.
• Conduct opinion surveys or needs assessments.
• Analyze forecasting data to improve business decisions.
• Schedule activities or facility use.
• Perform human resources activities.

Knowledge, skills & abilities

O*NET importance rating, from 1 (not important) to 5 (extremely important).

Essential skills

Abilities

Transferable skills

Knowledge

Skills in demand

Skills employers ask for in job postings for this occupation (Lightcast), with whether each is a common or specialized skill.

• Active Listening Common Skill
• Learning Strategies Specialized Skill
• Writing Common Skill
• Reading Comprehension Common Skill
• Deductive Reasoning Common Skill
• Critical Thinking Common Skill
• Speech Recognition Specialized Skill
• Social Perceptiveness Common Skill
• Inductive Reasoning Common Skill
• Complex Problem Solving Common Skill
• English Language Common Skill
• Negotiation Common Skill
• Instructing Specialized Skill
• Information Ordering Specialized Skill
• Active Learning Common Skill
• Time Management Common Skill
• Systems Analysis Specialized Skill
• Mathematics Common Skill
• Microsoft Excel Common Skill
• Psychology Specialized Skill
• Microsoft Word Common Skill
• Microsoft SharePoint Specialized Skill
• Microsoft PowerPoint Common Skill
• Microsoft Outlook Common Skill
• Microsoft Access Specialized Skill
• Apache Cassandra Specialized Skill
• Foreign Language Common Skill
• Visualization Specialized Skill
• Telecommunications Specialized Skill
• Minitab Specialized Skill
• Microsoft Publisher Specialized Skill
• Microsoft Dynamics GP Specialized Skill
• Google Drive Specialized Skill
• Google Classroom Specialized Skill
• Google Calendar Specialized Skill
• GeoGebra Specialized Skill
• Geography Specialized Skill
• Physics Specialized Skill
• Depth Perception Common Skill
• Chemistry Specialized Skill

Showing the top 40 of 47.

Tools & technology

Showing the top 40 of 57.

Work context

How characteristic each condition is of the job, on O*NET's 1–5 context scale (higher = more present in day-to-day work). Each condition links to how it varies across all occupations.

How to get in

Job zone

Zone 5 — Job Zone Five: Extensive Preparation Needed

Education

Most of these occupations require graduate school. For example, they may require a master's degree, and some require a Ph.D., M.D., or J.D. (law degree).

Typical entry-level education

Master's degree · BLS, the typical path — not a requirement

Related experience

Extensive skill, knowledge, and experience are needed for these occupations. Many require more than five years of experience. For example, surgeons must complete four years of college and an additional five to seven years of specialized medical training to be able to do their job.

Preparation level

SVP (8.0 and above) — total schooling plus on-the-job experience.

What to study: Education . Fields of study crosswalked to this occupation (NCES CIP–SOC), not a requirement.

Education of current workers

Share of people in this occupation at each level of education.

Interests & work styles

The interests and personal qualities O*NET associates with people who do this work.

Work styles

Interest areas

Career interests (Holland / RIASEC)

Wages & employment

U.S. · annual wages (BLS OEWS)

Industries that employ this occupation

Where these workers are employed, by number of jobs (national, BLS OEWS). Pay shown is the occupation's national median, not industry-specific.

Where this work is most concentrated

Industries where this occupation is far more common than in the economy as a whole. The location quotient is how many times more concentrated it is here (a value of 5 means five times its economy-wide share).

Related occupations

Part of the Education career cluster.

• Education and Childcare Administrators, Preschool and Daycare · 11-9031.00 Compare →
• Elementary School Teachers, Except Special Education · 25-2021.00 Compare →
• Special Education Teachers, Secondary School · 25-2058.00 Compare →
• Education Administrators, Postsecondary · 11-9033.00 Compare →
• Instructional Coordinators · 25-9031.00 Compare →
• Special Education Teachers, Elementary School · 25-2056.00 Compare →
• Secondary School Teachers, Except Special and Career/Technical Education · 25-2031.00 Compare →
• Education Teachers, Postsecondary · 25-1081.00 Compare →
• Middle School Teachers, Except Special and Career/Technical Education · 25-2022.00 Compare →
• Training and Development Managers · 11-3131.00 Compare →
• Career/Technical Education Teachers, Middle School · 25-2023.00 Compare →
• Educational, Guidance, and Career Counselors and Advisors · 21-1012.00 Compare →

Side-by-side comparisons place two occupations’ pay, preparation, skills, and AI exposure on the same page — same data, same scale, no forecast.

What you can do with this

Options the data surfaces for Education Administrators, Kindergarten through Secondary — not advice or a forecast. Each is a real cross-link you can follow into the evidence.

Sources for this page

Every figure above traces to a named public dataset and the exact release below — not hand-written opinion. See the full methodology for what each measure does and does not mean.

• O*NET 30.3 U.S. Department of Labor / National Center for O*NET Development
• BLS Occupational Employment and Wage Statistics (OEWS) May 2024 U.S. Bureau of Labor Statistics
• BLS Employment Projections 2024–2034 U.S. Bureau of Labor Statistics
• Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27) Anthropic
• Microsoft “Working with AI” working-with-ai Microsoft Research
• “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130 OpenAI / academic
• AI Occupational Exposure (AIOE) Felten, Raj & Seamans academic
• ILO / Gmyrek et al. GenAI exposure gradient 2025 International Labour Organization
• IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022 Institute for Structural Research (IBS)
• Frey & Osborne (2013) frey-osborne-automation academic
• Dingel & Neiman (2020) dingel-neiman-workathome academic

Data compiled June 2, 2026. Figures are estimates, not advice.

@misc{singulariki-role-11-9032-00,
  title  = {Education Administrators, Kindergarten through Secondary},
  author = {{Singulariki}},
  year   = {2026},
  note   = {O*NET 30.3; BLS Occupational Employment and Wage Statistics (OEWS) May 2024; BLS Employment Projections 2024–2034; Anthropic Economic Index v4 (2026-01-15) + v2 (2025-03-27); Microsoft “Working with AI” working-with-ai; “GPTs are GPTs” (Eloundou et al.) arXiv 2303.10130; AI Occupational Exposure (AIOE) Felten, Raj & Seamans; ILO / Gmyrek et al. GenAI exposure gradient 2025; IBS O*NET-SOC ↔ ISCO-08 occupation crosswalk 2022; Frey & Osborne (2013) frey-osborne-automation; Dingel & Neiman (2020) dingel-neiman-workathome. Accessed June 7, 2026},
  url    = {https://singulariki.com/roles/role-11-9032-00}
}