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  • Employed persons

    13,900

  • Employment status

    96.2% Full time

    3.8% Part time

  • Median age

    51 years

  • Employment by sex

    59.8% Female

    40.2% Male

    Gender balanced
  • Indigenous employment share

    1.7%

  • Main employing industry

    Education and Training

Indicator School Principal Total employment
Employed persons 13,900 12,049,400
Median age 51 years 40 years
Full-time share 96.2% 64.2%
Part-time share 3.8% 35.8%
Female employment share 59.8% 48.5%
Male employment share 40.2% 51.5%
Gender segregation intensity scale Gender balanced Gender balanced
Indigenous employment share 1.7% 2.2%
Main employing industry Education and Training Health Care and Social Assistance
Note: N/A values indicate data are not available due to confidentiality or data reliability requirements.

School Principals plan, organise, direct, control and coordinate the educational and administrative aspects of schools, including physical and human resources.

  • Establishes and maintains organisational structures that support the achievement of a school's vision and values
  • Ensures the delivery of comprehensive education programs to all students
  • Ensures a respectful, safe and productive learning environment for students and teachers
  • Implements systems and procedures to monitor and report on a school's performance
  • Develops and maintains positive relationships with all members of the school community
  • Implements initiatives, practices and priorities of relevant education authorities
  • Contributes to the development, implementation and review of school policies, programs and operations
  • Manages the selection, professional development and assessment of staff members
  • Ensures efficient and effective operations, including the management of finance, people, facilities, risk, compliance and major projects
  • May teach students

No alternative occupation titles are listed for this occupation.

No specialisations are listed for this occupation.

Skill level 1
equivalent to a university level qualification (Bachelor degree or higher).

Note: While skill levels are described using formal education levels, some people use a combination of informal learning, on-the-job training and personal experience to achieve an equivalent level.

Registration or licensing is required.

Managers (1)
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    Industries

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    States and territories

    Employment distribution by states and territories, 2021

    • New South Wales

      31.1%

    • Victoria

      20.7%

    • Queensland

      21.7%

    • South Australia

      7.1%

    • Tasmania

      2.4%

    • Northern Territory

      1.4%

    • Australian Capital Territory

      1.5%

    School Principal Total employment
    State / Territory Employment Share of occupation Employment Share of occupation
    New South Wales 4,300 31.1% 3,684,200 30.6%
    Victoria 2,900 20.7% 3,162,900 26.2%
    Queensland 3,000 21.7% 2,444,100 20.3%
    South Australia 980 7.1% 839,400 7.0%
    Western Australia 1,900 14.1% 1,306,200 10.8%
    Tasmania 330 2.4% 254,700 2.1%
    Northern Territory 190 1.4% 107,000 0.9%
    Australian Capital Territory 210 1.5% 248,600 2.1%
    Note: N/A values indicate data are not available due to confidentiality or data reliability requirements.

    Age and sex

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    This file contains data available from the OSCA Occupation Profile page.

    Use of this data must include the relevant attribution text provided.

    OSCA Occupation data - 2021 Census.xlsx

    xlsx 1236447

    Download

    Occupation Standard Classification for Australia (OSCA) is the skill-based classification used to categorise occupations across the Australian labour market. OSCA is used to define occupations across all official occupational statistics. OSCA replaces the Australian and New Zealand Standard Classification of Occupations (ANZSCO).

    Each job is classified to one, and only one, group of jobs at each level of the classification with no overlaps. This prevents the accidental double-counting of roles within the Australian labour market. For more information about OSCA, visit the What is OSCA information page, or the ABS website.