Kindergarten Teachers, Except Special Education
Educational Instruction and Library Occupations- O*NET-SOC code
- 25-2012.00
Teach academic and social skills to kindergarten students.
- Data source: BLSPublished: 2026-08
Moderate· relative
LowFour relative bandsVery highGroup-level value
Scale, basis and source
Four relative bands (Low / Moderate / High / Very high)
831 detailed occupations in the BLS Employment Projections table. Assigned per National Employment Matrix (NEM) code, so occupations sharing a NEM code carry the same band
- Data source: AnthropicPublished: 2026-03
0.000
0.000Range of values carried here0.745Scale, basis and source
Observed exposure index, 0–1 as published
Mapped onto O*NET tasks
Published per SOC 2018 occupation; every O*NET occupation with the same SOC 2018 code carries this value
- Data source: ILOPublished: 2025
0.21
0.09Range of values carried here0.70Group-level value
Scale, basis and source
Generative AI exposure index, 0–1 as published
Published per ISCO-08 unit group. Linked to this occupation, wholly or in part, by applying U.S. Bureau of Labor Statistics crosswalks (ISCO-08 to 2010 SOC, 2010 SOC to 2018 SOC) as published
What kind of figure this source publishes
The BLS category is a relative rank, not an absolute level, and it is not a first-hand measurement: it groups an occupation's percentile ranks across several published studies into four bands. It is not an employment or wage forecast, not a probability of adoption, and it does not separate automation from augmentation.
Task-level exposure
Exposed tasks only37 rated tasks · 15 tasks with β ≥ 0.5 (40.5%)
β = direct exposure (E1) + 0.5 × exposure when tools are available (E2), per the source repository's definition.
- Source unit: O*NET 27.2 tasks → O*NET 31.0 occupation code
- All rated tasks are in the O*NET 31.0 task list.
- Source
- OpenAI "GPTs are GPTs" exposure rubric
- Release
- gh-main-0471612
- License
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 20.1) | Claude.aiRaw / share % |
|---|---|
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2012.00 | 0.030735.4 |
Prepare and implement remedial programs for students requiring extra help.25-2012.00 | 0.019422.4 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2012.00 | 0.008810.2 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.25-2012.00 | 0.00718.2 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2012.00 | 0.00637.2 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.25-2012.00 | 0.00333.8 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.25-2012.00 | 0.00293.3 |
Meet with other professionals to discuss individual students' needs and progress.25-2012.00 | 0.00273.1 |
Read books to entire classes or to small groups.25-2012.00 | 0.00222.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2012.00 | 0.00172.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.25-2012.00 | 0.00161.9 |
| Not observed on any surface — 26 task(s) — These tasks have no row in the source for this release. The 0 in the share row is a display-stage composition ratio; absence is what the — in the raw row states. | |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | —0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students. | —0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | —0 |
Demonstrate activities to children. | —0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | —0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | —0 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | —0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | —0 |
Guide and counsel students with adjustment or academic problems or special academic interests. | —0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | —0 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | —0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | —0 |
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | —0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | —0 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | —0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | —0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | —0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | —0 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | —0 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | —0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | —0 |
Attend staff meetings and serve on committees as required. | —0 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | —0 |
Prepare, administer, and grade tests and assignments to evaluate children's progress. | —0 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | —0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | —0 |
Values in this tab are predicted labels, not observations. Eloundou et al. (2023) published two rating regimes — human raters and GPT-4 — and the β shown here is derived from the GPT-4 rater basis alone; the same task can take a different value under the other regime. The unit and the meaning differ from the observed shares (%) in the other tabs, so do not place them on the same axis.
| Task (O*NET 27.2) | βE1 + 0.5 × E2 |
|---|---|
Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations.O*NET Task ID 6517 | 1.0 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6526 | 1.0 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.O*NET Task ID 6505 | 0.5 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to children.O*NET Task ID 6508 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6509 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6512 | 0.5 |
Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists.O*NET Task ID 6515 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs.O*NET Task ID 6519 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate children's progress.O*NET Task ID 6520 | 0.5 |
Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills.O*NET Task ID 6522 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6523 | 0.5 |
Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs.O*NET Task ID 6525 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6527 | 0.5 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6530 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6533 | 0.5 |
Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills.O*NET Task ID 6498 | 0.0 |
Establish and enforce rules for behavior and policies and procedures to maintain order among students.O*NET Task ID 6499 | 0.0 |
Observe and evaluate children's performance, behavior, social development, and physical health.O*NET Task ID 6500 | 0.0 |
Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests.O*NET Task ID 6501 | 0.0 |
Read books to entire classes or to small groups.O*NET Task ID 6502 | 0.0 |
Demonstrate activities to children.O*NET Task ID 6503 | 0.0 |
Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play.O*NET Task ID 6504 | 0.0 |
Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems.O*NET Task ID 6506 | 0.0 |
Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6507 | 0.0 |
Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs.O*NET Task ID 6510 | 0.0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.O*NET Task ID 6511 | 0.0 |
Guide and counsel students with adjustment or academic problems or special academic interests.O*NET Task ID 6513 | 0.0 |
Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage.O*NET Task ID 6514 | 0.0 |
Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them.O*NET Task ID 6516 | 0.0 |
Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety.O*NET Task ID 6518 | 0.0 |
Meet with other professionals to discuss individual students' needs and progress.O*NET Task ID 6521 | 0.0 |
Supervise, evaluate, and plan assignments for teacher assistants and volunteers.O*NET Task ID 6524 | 0.0 |
Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities.O*NET Task ID 6528 | 0.0 |
Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play.O*NET Task ID 6529 | 0.0 |
Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading.O*NET Task ID 6531 | 0.0 |
Attend staff meetings and serve on committees as required.O*NET Task ID 6532 | 0.0 |
Provide disabled students with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms.O*NET Task ID 6534 | 0.0 |
β = E1 + 0.5 × E2 · E1 = tasks where direct LLM access alone cuts time by at least 50%, E2 = tasks where software built on top of an LLM cuts time by at least 50%. Values take only 0 / 0.5 / 1.0.
Data sources & licenses — O*NET®, Anthropic Economic Index, Eloundou et al. (2023): see full notices on the Credits page
All O*NET 31.0 task statements (37)
All O*NET 31.0 task statements for this occupation (English, as published; task type core or supplemental). Exposure values are not listed here; they are in the table above, next to each task statement as worded in the O*NET version each source used.
| Task (O*NET 31.0) | Type |
|---|---|
| Teach basic skills, such as color, shape, number and letter recognition, personal hygiene, and social skills. | Core |
| Establish and enforce rules for behavior and policies and procedures to maintain order among students. | Core |
| Observe and evaluate children's performance, behavior, social development, and physical health. | Core |
| Instruct students individually and in groups, adapting teaching methods to meet students' varying needs and interests. | Core |
| Read books to entire classes or to small groups. | Core |
| Demonstrate activities to children. | Core |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | Core |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Core |
| Confer with parents or guardians, other teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Core |
| Prepare children for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Core |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to children. | Core |
| Prepare and implement remedial programs for students requiring extra help. | Core |
| Meet with parents and guardians to discuss their children's progress and to determine their priorities for their children and their resource needs. | Core |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | Core |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Core |
| Guide and counsel students with adjustment or academic problems or special academic interests. | Core |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Core |
| Identify children showing signs of emotional, developmental, or health-related problems and discuss them with supervisors, parents or guardians, and child development specialists. | Core |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | Core |
| Maintain accurate and complete student records and prepare reports on children and activities as required by laws, district policies, and administrative regulations. | Core |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | Core |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of kindergarten programs. | Core |
| Prepare, administer, and grade tests and assignments to evaluate children's progress. | Core |
| Meet with other professionals to discuss individual students' needs and progress. | Core |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | Core |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Core |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Core |
| Administer standardized ability and achievement tests and interpret results to determine children's developmental levels and needs. | Core |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | Core |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Core |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | Core |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | Core |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Core |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | Core |
| Attend staff meetings and serve on committees as required. | Core |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Core |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Supplemental |
0.13/ 3· Robot exposure index
Scale, basis and source
Each physical task is graded 0–3 by the setting in which robots that have been deployed, sold or demonstrated could do it (0 none · 1 purpose-built robot settings such as a fenced machine cell or a bottling line · 2 structured facilities such as a hospital pharmacy or a container port · 3 unstructured settings such as a private home or a construction site), and the grades are averaged by share of working time
Physical tasks among this occupation's O*NET 29.3 tasks
Anthropic estimated the grades and time shares with Claude Opus 5 using web search, as of 2026.
The robot exposure index is a different measure from the AI exposure figures on this site and cannot be added to or compared with them. It does not measure actual adoption or cost, and 0 also covers occupations with no physical tasks.
Tier of each physical task
Robot environment tiers (E0–E3)
E0 noneDetails
Rated not doable by robots that have been deployed, sold or demonstrated, even in a purpose-built setting
E1 purpose-built robot settingsDetails
Rated doable in a setting built around the machine, such as a fenced machine cell or a bottling line
E2 structured facilitiesDetails
Rated doable in a human work facility that an institution keeps to a working standard, such as a hospital pharmacy or a container port
E3 unstructured settingsDetails
Rated doable in a setting that no institution keeps to a working standard, such as a private home or a construction site
Only tasks classified as physical are listed; other tasks have no tier in the source.
| Task (O*NET 29.3) | Robot environment tier |
|---|---|
| Demonstrate activities to children. | E1 purpose-built robot settings |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | E1 purpose-built robot settings |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | E0 none |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | E0 none |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | E0 none |
| Assimilate arriving children to the school environment by greeting them, helping them remove outerwear, and selecting activities of interest to them. | E0 none |
| Prepare materials, classrooms, and other indoor and outdoor spaces to facilitate creative play, learning and motor-skill activities, and safety. | E1 purpose-built robot settings |
| Organize and label materials and display children's work in a manner appropriate for their sizes and perceptual skills. | E1 purpose-built robot settings |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E0 none |
| Plan and supervise class projects, field trips, visits by guests, or other experiential activities and guide students in learning from those activities. | E0 none |
| Perform administrative duties, such as assisting in school libraries, hall and cafeteria monitoring, and bus loading and unloading. | E0 none |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 purpose-built robot settings |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E1 purpose-built robot settings |
Occupation information
Employment outlook (BLS)
- Employment, 2025
- 111K
- Projected employment, 2035
- 111K
- Change (2025–35)
- -0.3%
- Median annual wage, 2025
- $62,680
- Typical education needed for entry
- Bachelor's degree
Korea classification links (KSCO)
Links from the current release of the Korea Occupation Direct Crosswalk v1.1, made by AI Changing Work. Relation values are read from the O*NET-SOC occupation side.
| KSCO code | KSCO title | Relation | Status |
|---|---|---|---|
| 26300 | 유치원 교사 | Same scope | confirmed |
Relation and status definitions(kr-direct v1.1)
ILO occupational description
AI Changing Work links the ISCO-08 unit groups below to this occupation by applying the U.S. Bureau of Labor Statistics crosswalks (2018 SOC to 2010 SOC, 2010 SOC to ISCO-08) as published, without case-by-case selection; each link may be whole or partial.
- ISCO-08 2342Early Childhood Educators
The definition, tasks and examples below are the ILO's description of that unit group, not of this occupation.
Early childhood educators promote the social, physical, and intellectual development of children below primary school age through the provision of educational and play activities
Tasks
- (a) planning and organizing individual and group activities designed to facilitate the development of children's motor skills, cooperative and social skills, confidence and understanding;
- (b) promoting language development through story-telling, role-play, songs, rhymes and informal conversations and discussions;
- (c) leading children in activities that provide opportunities for creative expression through the media of art, dramatic play, music and physical fitness;
- (d) observing children in order to evaluate progress and to detect signs of developmental, emotional or health related problems;
- (e) observing and assessing nutritional health, welfare and safety needs of students and identifying factors which may impede students' progress;
- (f) supervising children's activities to ensure safety and resolve conflicts;
- (g) guiding and assisting children in the development of proper eating, dressing and toilet habits;
- (h) discussing progress or problems of children with parents and other staff members and identifying appropriate actions and referrals to other services;
- (i) establishing and maintaining collaborative relationships with other service providers working with young children.
Example occupations
Early childhood educator · Pre-school teacher
Sources: ILO ISCO-08 — details: Credits
ESCO occupational vocabulary
Each entry below is matched to this occupation in the published ESCO-O*NET Crosswalk (version 1, 2022). The match types are that crosswalk's; the wording is AI Changing Work's.
- early years teacherESCO 2342.1Same scope
Early years teachers instruct students, primarily young children, in basic subjects and creative play with the aim of developing their social and intellectual skills in an informal way in preparation for future formal learning. They create lesson plans, possibly in accordance with a fixed curriculum, for an entire class or smaller groups and test the students on the content. These lesson plans, based on basic subjects, can include the instruction of number, letter, and colour recognition, days of the week, categorisation of animals and transport vehicles etc. Early years teachers also supervise students outside the classroom on school grounds and enforce rules of behaviour there as well.
- Freinet school teacherESCO 2342.2This occupation is broader
Freinet school teachers educate students using approaches that reflect the Freinet philosophy and principles. They focus on enquiry-based, democracy-implementing and cooperative learning methods. They adhere to a specific curriculum that incorporates these learning methods through which students use trial and error practices in order to develop their own interests in a democratic, self-government context. Freinet school teachers also encourage students to practically create products and provide services in and outside of class, usually handcrafted or personally initiated, implementing the 'pedagogy of work' theory. They manage and evaluate all the students separately according to the Freinet school philosophy.
- Montessori school teacherESCO 2342.3This occupation is broader
Montessori school teachers educate students using approaches that reflect the Montessori philosophy and principles. They focus on constructivist and "learning through discovery" teaching models, through which they encourage students to learn from first-hand experience rather than through direct instruction and thus provide the students with a relatively high level of freedom. They adhere to a specific curriculum that respects the students' natural, physical, social and psychological development. Montessori school teachers also teach classes with students differing up to three years in age in rather large groups, manage, and evaluate all the students separately according to the Montessori school philosophy.
Source: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
License: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
France classification links (ROME)
AI Changing Work's links between this occupation and ROME 4.0 job profiles, judged with AI models. Relations are read from this occupation's side. Links marked “provisional” were adopted on the judgments of two judges from the same model family (Claude) alone, or by an operator rule applied to their judgments, so they rest on weaker evidence than confirmed links.
| ROME code | ROME title (French) | Relation |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | This occupation is narrowerprovisional |
Source: France Travail — Répertoire Opérationnel des Métiers et des Emplois (ROME 4.0), version 61, last updated 15 June 2026 (https://www.data.gouv.fr/datasets/repertoire-operationnel-des-metiers-et-des-emplois-rome). Licence Ouverte 2.0.
ROME codes and titles are reproduced unchanged; the links to O*NET-SOC occupations are AI Changing Work's own judgment and are not a France Travail correspondence.
(AI Changing Work link release: fr-direct v1)
Spain classification links (CNO-11)
AI Changing Work's links between this occupation and CNO-11 occupations, judged with AI models. Relations are read from this occupation's side.
| CNO-11 code | CNO-11 title (Spanish) | Relation |
|---|---|---|
| 2251 | Maestros de educación infantil | This occupation is narrower |
Source: Instituto Nacional de Estadística (INE), National Classification of Occupations 2011 (CNO-11, Royal Decree 1591/2010) — www.ine.es · Licensed CC BY 4.0. CNO-11 codes and Spanish titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not an INE correspondence.
(AI Changing Work link release: es-direct v1)
Germany classification links (KldB)
AI Changing Work's links between this occupation and KldB occupations, judged with AI models. Relations are read from this occupation's side.
| KldB code | KldB title (German) | Relation |
|---|---|---|
| 83113 | Berufe in der Kinderbetreuung und -erziehung - komplexe Spezialistentätigkeiten | Overlapping, not the same |
| 84114 | Lehrkräfte in der Primarstufe - hoch komplexe Tätigkeiten | Related, not a match |
Source: © Statistik der Bundesagentur für Arbeit — Klassifikation der Berufe 2010 – überarbeitete Fassung 2020, https://statistik.arbeitsagentur.de. KldB codes and titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own mapping (eigene Zuordnung) and are not a Bundesagentur für Arbeit correspondence.
(AI Changing Work link release: de-direct v1)
Japan classification links (JSCO)
AI Changing Work's links between this occupation and JSCO occupations, judged with AI models. Relations are read from this occupation's side.
| JSCO code | JSCO title (Japanese) | Relation |
|---|---|---|
| 191 | 幼稚園教員 | This occupation is narrower |
Source: Ministry of Internal Affairs and Communications (MIC), Japan Standard Occupational Classification (Dec. 2009, MIC Notification No. 555). JSCO codes and Japanese titles are reproduced unchanged; the links to O*NET occupations are AI Changing Work's own judgment and are not a MIC correspondence.
(AI Changing Work link release: jp-direct v1)
Sources, licenses and AI Changing Work's modification and translation notices for this page: Credits & sources