Postsecondary teachers held about 1.4 million jobs in 2018. Employment in the detailed occupations that make up postsecondary teachers was distributed as follows:
| Health specialties teachers, postsecondary | 254,800 |
| Art, drama, and music teachers, postsecondary | 118,900 |
| Business teachers, postsecondary | 108,000 |
| English language and literature teachers, postsecondary | 83,000 |
| Education teachers, postsecondary | 78,600 |
| Nursing instructors and teachers, postsecondary | 69,000 |
| Biological science teachers, postsecondary | 64,500 |
| Mathematical science teachers, postsecondary | 61,100 |
| Psychology teachers, postsecondary | 47,900 |
| Engineering teachers, postsecondary | 47,500 |
| Computer science teachers, postsecondary | 40,200 |
| Communications teachers, postsecondary | 35,800 |
| Foreign language and literature teachers, postsecondary | 31,900 |
| Philosophy and religion teachers, postsecondary | 31,700 |
| Chemistry teachers, postsecondary | 26,700 |
| History teachers, postsecondary | 25,800 |
| Law teachers, postsecondary | 23,100 |
| Social sciences teachers, postsecondary, all other | 20,400 |
| Political science teachers, postsecondary | 20,300 |
| Criminal justice and law enforcement teachers, postsecondary | 18,100 |
| Sociology teachers, postsecondary | 17,400 |
| Physics teachers, postsecondary | 17,300 |
| Economics teachers, postsecondary | 16,400 |
| Social work teachers, postsecondary | 16,100 |
| Atmospheric, earth, marine, and space sciences teachers, postsecondary | 13,400 |
| Agricultural sciences teachers, postsecondary | 13,300 |
| Area, ethnic, and cultural studies teachers, postsecondary | 12,600 |
| Architecture teachers, postsecondary | 8,900 |
| Environmental science teachers, postsecondary | 7,600 |
| Anthropology and archeology teachers, postsecondary | 7,300 |
| Library science teachers, postsecondary | 5,700 |
| Geography teachers, postsecondary | 4,800 |
| Forestry and conservation science teachers, postsecondary | 2,600 |
The largest employers of postsecondary teachers were as follows:
| Colleges, universities, and professional schools; private | 40% |
| Colleges, universities, and professional schools; state | 37 |
| Junior colleges; local | 10 |
| Junior colleges; state | 7 |
Many postsecondary teachers find their jobs rewarding because they are surrounded by others who enjoy the subject they teach. The opportunity to share their expertise with others is appealing to many.
However, some postsecondary teachers must find a balance between teaching students and doing research and publishing their findings. This can be stressful, especially for beginning teachers seeking advancement in 4-year research universities. At the community college level, professors focus mainly on teaching students and administrative duties.
Classes are generally held during the day, although some are offered in the evenings and weekends to accommodate students who have jobs or family obligations.
Although some postsecondary teachers teach summer courses, many use that time to conduct research, involve themselves in professional development, or to travel.
Work Schedules
Many postsecondary teachers teach part time, and may teach courses at several colleges or universities. Some may have a full-time job in their field of expertise in addition to a part-time teaching position. For example, an active lawyer or judge might teach a law school class during the evening.
Postsecondary teachers’ schedules generally are flexible. Full-time teachers need to be on campus to teach classes and have office hours. Otherwise, they are free to set their schedule to prepare for classes and grade assignments. They may also spend time carrying out administrative responsibilities, such as serving on committees.
Educational requirements vary with the subject taught and the type of educational institution. Typically postsecondary teachers must have a Ph.D. However, a master's degree may be enough for some postsecondary teachers at community colleges. Other postsecondary teachers may need work experience in their field of expertise.
Education
Postsecondary teachers who work for 4-year colleges and universities typically need a doctoral degree in their field. Some schools may hire those with a master’s degree or those who are doctoral degree candidates for some specialties, such as fine arts, or for some part-time positions.
Doctoral programs generally take multiple years to complete, and students must already possess a bachelor’s or master’s degree before enrolling in a doctoral program. Doctoral students spend time writing a doctoral dissertation, which is a paper presenting original research in the student’s field of study. Candidates usually specialize in a subfield, such as organic chemistry or European history.
Community colleges or career and technical schools also may hire those with a master’s degree. However, some fields have more applicants than available positions. In these situations, institutions can be more selective, and they frequently choose applicants who have a Ph.D. over those with a master’s degree.
Work Experience in a Related Occupation
Some institutions may prefer to hire those with teaching or other work experience, but this is not a requirement for all fields or for all employers.
In health specialties, art, law, or education fields, hands-on work experience in the industry can be important. Postsecondary teachers in these fields often gain experience by working in an occupation related to their field of expertise.
In fields such as biological science, physics, and chemistry, some postsecondary teachers have postdoctoral research experience. These short-term jobs, sometimes called “post-docs,” usually involve working for 2 to 3 years as a research associate or in a similar position, often at a college or university.
Some postsecondary teachers gain teaching experience by working as graduate teaching assistants—students who are enrolled in a graduate program and teach classes in the institution in which they are enrolled.
Licenses, Certifications, and Registrations
Postsecondary teachers who prepare students for an occupation that requires a license, certification, or registration, may need to have—or they may benefit from having—the same credential. For example, a postsecondary nursing teacher might need a nursing license or a postsecondary education teacher might need a teaching license.
Advancement
A major goal for postsecondary teachers with a doctoral degree is attaining a tenure—a guarantee that a professor cannot be fired without just cause. It can take up to 7 years of moving up the ranks in tenure-track positions. The ranks are assistant professor, associate professor, and professor. Tenure is granted through a review of the candidate’s research, contribution to the institution, and teaching.
Tenure and tenure-track positions are declining as institutions are relying more heavily on part-time professors.
Some tenured professors advance to administrative positions, such as dean or president. For information on deans and other administrative positions, see the profile on postsecondary education administrators. For more information about college and university presidents, see the profile on top executives.
Professor or college instructors typically have an interest in the Thinking and Helping interest areas, according to the Holland Code framework. The Thinking interest area indicates a focus on researching, investigating, and increasing the understanding of natural laws. The Helping interest area indicates a focus on assisting, serving, counseling, or teaching other people.
If you are not sure whether you have a Thinking or Helping interest which might fit with a career as a professor or college instructor, you can take a career test to measure your interests.
Professor or college instructors should also possess the following specific qualities:
Communication skills. Postsecondary teachers need to write papers, give lectures, and serve on committees. To do so effectively, they need good communication skills.
Critical-thinking skills. To challenge established theories and beliefs, conduct original research, and design experiments, postsecondary teachers need good critical-thinking skills.
Resourcefulness. Postsecondary teachers need to be able to present information in a way that students will understand. They need to adapt to the different learning styles of their students and teach students who have little or no experience with the subject.
Writing skills. Most professors publish original research and analysis. Consequently, they need to be skilled writers.
The median annual wage for postsecondary teachers was $79,540 in May 2019. The median wage is the wage at which half the workers in an occupation earned more than that amount and half earned less. The lowest 10 percent earned less than $40,480, and the highest 10 percent earned more than $174,960.
Median annual wages for postsecondary teachers in May 2019 were as follows:
| Law teachers, postsecondary | $113,530 |
| Economics teachers, postsecondary | 104,370 |
| Engineering teachers, postsecondary | 101,010 |
| Health specialties teachers, postsecondary | 97,320 |
| Atmospheric, earth, marine, and space sciences teachers, postsecondary | 92,040 |
| Physics teachers, postsecondary | 89,590 |
| Architecture teachers, postsecondary | 87,900 |
| Business teachers, postsecondary | 87,200 |
| Anthropology and archeology teachers, postsecondary | 86,220 |
| Political science teachers, postsecondary | 85,930 |
| Forestry and conservation science teachers, postsecondary | 85,450 |
| Computer science teachers, postsecondary | 85,180 |
| Biological science teachers, postsecondary | 83,300 |
| Agricultural sciences teachers, postsecondary | 83,260 |
| Environmental science teachers, postsecondary | 82,430 |
| Geography teachers, postsecondary | 80,520 |
| Chemistry teachers, postsecondary | 79,550 |
| Area, ethnic, and cultural studies teachers, postsecondary | 77,070 |
| Psychology teachers, postsecondary | 76,620 |
| Sociology teachers, postsecondary | 75,290 |
| Philosophy and religion teachers, postsecondary | 75,240 |
| History teachers, postsecondary | 75,170 |
| Nursing instructors and teachers, postsecondary | 74,600 |
| Mathematical science teachers, postsecondary | 73,690 |
| Social work teachers, postsecondary | 72,070 |
| Social sciences teachers, postsecondary, all other | 71,530 |
| Library science teachers, postsecondary | 71,410 |
| Communications teachers, postsecondary | 70,630 |
| Foreign language and literature teachers, postsecondary | 69,990 |
| Art, drama, and music teachers, postsecondary | 69,530 |
| English language and literature teachers, postsecondary | 68,490 |
| Education teachers, postsecondary | 65,510 |
| Criminal justice and law enforcement teachers, postsecondary | 62,860 |
In May 2019, the median annual wages for postsecondary teachers in the top industries in which they worked were as follows:
| Junior colleges; local | $82,850 |
| Colleges, universities, and professional schools; state | 80,960 |
| Colleges, universities, and professional schools; private | 80,760 |
| Junior colleges; state | 61,430 |
Wages can vary by institution type. Postsecondary teachers typically have higher wages in colleges, universities, and professional schools than they do in community colleges or other types of schools.
Many postsecondary teachers work part time. They may work part time at several colleges or universities, or have a full-time job in their field of expertise in addition to a part-time teaching position.
Postsecondary teachers’ schedules generally are flexible. Full-time teachers need to be on campus to teach classes and have office hours. Otherwise, they are free to set their schedule to prepare for classes and grade assignments. They may also spend time carrying out administrative responsibilities, such as serving on committees.
Overall employment of postsecondary teachers is projected to grow 11 percent from 2018 to 2028, much faster than the average for all occupations. Both part-time and full-time postsecondary teachers are included in this projection.
The number of people attending postsecondary institutions is expected to grow in the next decade. Students will continue to seek higher education to gain the additional education and skills necessary to meet their career goals. As more people enter colleges and universities, more postsecondary teachers will be needed to serve these additional students. Colleges and universities are likely to hire more part-time teachers to meet this demand. In all disciplines, there is expected to be a limited number of full-time nontenure and full-time tenure positions.
However, despite expected increases in enrollment, employment growth in public colleges and universities will depend on state and local government budgets. If budgets for higher education are reduced, employment growth may be limited.
Overall employment of postsecondary teachers is projected to increase, but it will vary by field. For example, employment of health specialties teachers is projected to grow 23 percent from 2018 to 2028, much faster than the average for all occupations. As an aging population increasingly demands healthcare services, additional postsecondary teachers are expected to be needed to help educate the workers who will provide these services.
Job Prospects
There are expected to be more job opportunities for part-time postsecondary teachers since many institutions are filling vacancies with part-time rather than full-time teachers. There will be a limited number of full-time tenure-track positions and competition is expected to be high.
Some fields, such as health specialties and nursing, will likely experience better job prospects than others, such as those in the humanities.