In 2021, about 483,000 teachers were working in private elementary and secondary schools, and 3.21 million teachers were working in public elementary and secondary schools in the United States. By 2031, it was predicted that there will be 487,000 private elementary and secondary teachers, and 3.19 million public school teachers.

In the 2022-2023 school year, there were an estimated 373,332 teachers in public elementary and secondary schools in Texas. California had the second-highest number of elementary and secondary school teachers, at 271,586.

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.

United States US: Secondary Education: Teachers: % Female data was reported at 62.010 % in 2015. This records a decrease from the previous number of 62.029 % for 2014. United States US: Secondary Education: Teachers: % Female data is updated yearly, averaging 60.829 % from Dec 1993 (Median) to 2015, with 22 observations. The data reached an all-time high of 62.587 % in 2004 and a record low of 55.596 % in 1999. United States US: Secondary Education: Teachers: % Female data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Female teachers as a percentage of total secondary education teachers includes full-time and part-time teachers.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

Graph and download economic data for Employed full time: Wage and salary workers: Elementary and middle school teachers occupations: 16 years and over (LEU0254484100A) from 2000 to 2024 about elementary, schools, occupation, full-time, salaries, workers, 16 years +, education, wages, employment, and USA.

This data collection, a revised version of SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: TEACHER FOLLOW-UP SURVEY, 1991-1992 (ICPSR 6317), is a follow-up to the Teacher Survey in SCHOOLS AND STAFFING SURVEY, 1990-1991 [UNITED STATES]: REVISED VERSION (ICPSR 2745). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. It queried a subsample of teachers in the profession during the school year 1990-1991 and had two components: teachers who left the teaching profession between the school years 1990-1991 and 1991-1992 (former teachers) and teachers who remained in the profession (current teachers). Information in this revised collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction. Data are also available on teachers who remained in the teaching profession but moved to different schools (movers).

United States Trained Teachers in Primary Education: % of Total Teachers data was reported at 100.000 % in 2022. This stayed constant from the previous number of 100.000 % for 2021. United States Trained Teachers in Primary Education: % of Total Teachers data is updated yearly, averaging 100.000 % from Dec 2014 (Median) to 2022, with 9 observations. The data reached an all-time high of 100.000 % in 2022 and a record low of 100.000 % in 2022. United States Trained Teachers in Primary Education: % of Total Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s United States – Table US.World Bank.WDI: Social: Education Statistics. Trained teachers in primary education are the percentage of primary school teachers who have received the minimum organized teacher training (pre-service or in-service) required for teaching in a given country.;UNESCO Institute for Statistics (UIS). UIS.Stat Bulk Data Download Service. Accessed April 5, 2025. https://apiportal.uis.unesco.org/bdds.;Weighted average;

United States US: Primary Education: Teachers data was reported at 1,714,415.000 Person in 2015. This records an increase from the previous number of 1,687,937.000 Person for 2014. United States US: Primary Education: Teachers data is updated yearly, averaging 1,677,417.000 Person from Dec 1984 (Median) to 2015, with 25 observations. The data reached an all-time high of 1,802,647.000 Person in 2008 and a record low of 1,414,000.000 Person in 1985. United States US: Primary Education: Teachers data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Primary education teachers includes full-time and part-time teachers.; ; UNESCO Institute for Statistics; Sum; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

United States US: Pupil-Teacher Ratio: Primary data was reported at 14.457 % in 2015. This records a decrease from the previous number of 14.537 % for 2014. United States US: Pupil-Teacher Ratio: Primary data is updated yearly, averaging 14.454 % from Dec 1984 (Median) to 2015, with 25 observations. The data reached an all-time high of 16.173 % in 1995 and a record low of 13.591 % in 2010. United States US: Pupil-Teacher Ratio: Primary data remains active status in CEIC and is reported by World Bank. The data is categorized under Global Database’s USA – Table US.World Bank: Education Statistics. Primary school pupil-teacher ratio is the average number of pupils per teacher in primary school.; ; UNESCO Institute for Statistics; Weighted average; Each economy is classified based on the classification of World Bank Group's fiscal year 2018 (July 1, 2017-June 30, 2018).

This data collection is a one-year follow-up of a sample of teachers who responded to the Teacher Questionnaire in the SCHOOLS AND STAFFING SURVEY, 1993-1994 [UNITED STATES]: REVISED VERSION (ICPSR 2748). The Teacher Follow-Up Survey was designed to update data on teacher career patterns and plans and to determine attrition rates. It queried a subsample of teachers who were in the profession during the school year 1993-1994 and has two components: teachers who left the teaching profession between the school years 1993-1994 and 1994-1995 (leavers) and teachers who remained in the profession (stayers). Information in this collection is given separately for public school teachers (Part 1) and private school teachers (Part 2). Questions were asked on topics such as current activity, occupation, career patterns, educational pursuits, future plans, attitudes toward the teaching profession, and overall job satisfaction.

2017 NYC School Survey teacher data for all schools; To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

Teacher Shortage Areas 2020-21 (TSA 2020-21) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2020-21 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2020-21 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Dataset describing students to teacher ratios at states and counties US nation wide.

Data on teachers' salaries in US dollars are presented.

The USA: Trained teachers in primary education, percent of total: The latest value from 2022 is 100 percent, unchanged from 100 percent in 2021. In comparison, the world average is 88.21 percent, based on data from 76 countries. Historically, the average for the USA from 2014 to 2022 is 100 percent. The minimum value, 100 percent, was reached in 2014 while the maximum of 100 percent was recorded in 2014.

The estimated average salary of a public school teacher in the state of New York was ****** U.S. dollars in 2021/22, which was the highest among all U.S. states. The national average salary for a public school teacher in that year was ****** U.S. dollars.

The Comparable Wage Index for Teachers (CWIFT) is an experimental index created by the Education Demographic and Geographic Estimates (EDGE) program at the National Center for Education Statistics (NCES) to facilitate comparison of educational expenditures. The CWIFT is a measure of the systematic, regional variations in the wages and salaries of college graduates who are not PK‌-12 educators as determined by reported occupational category. It can be used by researchers to adjust school district-level finance data in order to make comparisons across geographic areas. The CWIFT is based on data from the American Community Survey (ACS), a continuous household survey conducted by the U.S. Census Bureau. The ACS provides information about the earnings, age, occupation, industry, and other demographic characteristics for millions of U.S. workers. The CWIFT measures wage and salary differences for college graduates, using an analysis that is modeled after the baseline analysis used to construct the original CWI released by NCES in 2006.

The average for 2022 based on 10 countries was 79.84 percent. The highest value was in the USA: 100 percent and the lowest value was in Grenada: 60.32 percent. The indicator is available from 1998 to 2023. Below is a chart for all countries where data are available.

Teacher Shortage Areas 2018-19 (TSA 2018-19) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at . TSA 2018-19 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2018-19 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.