Elementary School Teachers, Except Special Education
Educational Instruction and Library Occupations- Código O*NET-SOC
- 25-2021.00
Teach academic and social skills to students at the elementary school level.
- Fuente de datos: BLSPublicado: 2026-08
Alto· relativa
BajoCuatro bandas relativasMuy altoValor por grupo ocupacional
Escala, base y fuente
Cuatro bandas relativas (Bajo / Moderado / Alto / Muy alto)
831 ocupaciones detalladas de la tabla de proyecciones de empleo de BLS. El valor se asigna por código de la National Employment Matrix (NEM), de modo que las ocupaciones que comparten un código NEM reciben la misma banda
- Fuente de datos: AnthropicPublicado: 2026-03
0,103
0,000Rango de los valores aquí recogidos0,745Escala, base y fuente
Índice de exposición observada, 0–1 tal como se publica
Mapeado sobre tareas de O*NET
Publicado por ocupación SOC 2018; toda ocupación O*NET con el mismo código SOC 2018 recibe este valor
- Fuente de datos: ILOPublicado: 2025
0,26
0,09Rango de los valores aquí recogidos0,70Valor por grupo ocupacional
Escala, base y fuente
Índice de exposición a la IA generativa, 0–1 tal como se publica
Publicado por grupo primario ISCO-08. Vinculado a esta ocupación, total o parcialmente, aplicando tal como se publicaron las tablas de correspondencia de la U.S. Bureau of Labor Statistics (ISCO-08 a SOC 2010, SOC 2010 a SOC 2018)
Qué tipo de cifra publica esta fuente
La categoría de BLS es un rango relativo, no un nivel absoluto, y tampoco es una medición de primera mano: agrupa en cuatro bandas los rangos percentiles de la ocupación en varios estudios publicados. No es una previsión de empleo ni de salarios, no es una probabilidad de adopción y no distingue entre automatización y aumento.
Task-level exposure
Ver 23 tareas ocultas38 tareas evaluadas · 21 tareas con β ≥ 0,5 (55,3%)
β = exposición directa (E1) + 0,5 × exposición con herramientas disponibles (E2), según la definición del repositorio de origen.
- Unidad de origen: tareas de O*NET 27.2 → código de ocupación de O*NET 31.0
- Todas las tareas puntuadas figuran en la lista de tareas de O*NET 31.0.
- Fuente
- OpenAI "GPTs are GPTs" exposure rubric
- Versión
- gh-main-0471612
- Licencia
- MIT License, Copyright (c) 2024 OpenAI
| Task (O*NET 20.1) | Claude.aiRaw / share % | APIRaw / share % |
|---|---|---|
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.25-2021.00 | 0.032025.0 | 0.007014.8 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.25-2021.00 | 0.024519.1 | 0.018739.8 |
Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate.25-2021.00 | 0.014411.2 | 0.007315.5 |
Guide and counsel students with adjustment or academic problems, or special academic interests.25-2021.00 | 0.01209.4 | 0.00469.7 |
Adapt teaching methods and instructional materials to meet students' varying needs and interests.25-2021.00 | 0.01199.3 | 0.00418.8 |
Organize and label materials and display students' work.25-2021.00 | 0.01169.1 | 0.00234.9 |
Instruct students individually and in groups, using various teaching methods such as lectures, discussions, and demonstrations.25-2021.00 | 0.00403.2 | —0 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.25-2021.00 | 0.00393.1 | —0 |
Prepare materials and classrooms for class activities.25-2021.00 | 0.00362.8 | —0 |
Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling.25-2021.00 | 0.00312.4 | —0 |
Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems.25-2021.00 | 0.00201.5 | —0 |
Prepare reports on students and activities as required by administration.25-2021.00 | 0.00191.5 | —0 |
Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs.25-2021.00 | 0.00171.3 | —0 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.25-2021.00 | 0.00161.2 | —0 |
Observe and evaluate students' performance, behavior, social development, and physical health. | —0 | 0.00316.5 |
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 |
|---|---|
Read books to entire classes or small groups.O*NET Task ID 6543 | 1.0 |
Prepare reports on students and activities as required by administration.O*NET Task ID 6559 | 1.0 |
Observe and evaluate students' performance, behavior, social development, and physical health.O*NET Task ID 6536 | 0.5 |
Adapt teaching methods and instructional materials to meet students' varying needs and interests.O*NET Task ID 6538 | 0.5 |
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 6539 | 0.5 |
Establish clear objectives for all lessons, units, and projects and communicate those objectives to students.O*NET Task ID 6541 | 0.5 |
Assign and grade class work and homework.O*NET Task ID 6542 | 0.5 |
Prepare, administer, and grade tests and assignments to evaluate students' progress.O*NET Task ID 6544 | 0.5 |
Maintain accurate and complete student records as required by laws, district policies, and administrative regulations.O*NET Task ID 6547 | 0.5 |
Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks.O*NET Task ID 6548 | 0.5 |
Prepare and implement remedial programs for students requiring extra help.O*NET Task ID 6550 | 0.5 |
Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools.O*NET Task ID 6551 | 0.5 |
Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula.O*NET Task ID 6554 | 0.5 |
Use computers, audio-visual aids, and other equipment and materials to supplement presentations.O*NET Task ID 6556 | 0.5 |
Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors.O*NET Task ID 6557 | 0.5 |
Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs.O*NET Task ID 6558 | 0.5 |
Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence.O*NET Task ID 6562 | 0.5 |
Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities.O*NET Task ID 6563 | 0.5 |
Organize and label materials and display students' work.O*NET Task ID 6564 | 0.5 |
Administer standardized ability and achievement tests, and interpret results to determine student strengths and needs.O*NET Task ID 6566 | 0.5 |
Select, store, order, issue, and inventory classroom equipment, materials, and supplies.O*NET Task ID 6570 | 0.5 |
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
Todas las tareas de O*NET 31.0 (38)
Todas las tareas de O*NET 31.0 de esta ocupación (en inglés, tal como se publicaron; tipo de tarea principal o complementaria). Los valores de exposición no figuran en esta lista; están en la tabla de arriba, junto a cada tarea con la redacción de la versión de O*NET que usó cada fuente.
| Tarea (O*NET 31.0) | Tipo |
|---|---|
| Establish and enforce rules for behavior and procedures for maintaining order among the students. | Principal |
| Observe and evaluate students' performance, behavior, social development, and physical health. | Principal |
| Prepare materials and classrooms for class activities. | Principal |
| Adapt teaching methods and instructional materials to meet students' varying needs and interests. | Principal |
| Plan and conduct activities for a balanced program of instruction, demonstration, and work time that provides students with opportunities to observe, question, and investigate. | Principal |
| Instruct students individually and in groups, using teaching methods such as lectures, discussions, and demonstrations. | Principal |
| Establish clear objectives for all lessons, units, and projects and communicate those objectives to students. | Principal |
| Assign and grade class work and homework. | Principal |
| Read books to entire classes or small groups. | Principal |
| Prepare, administer, and grade tests and assignments to evaluate students' progress. | Principal |
| Confer with parents or guardians, teachers, counselors, and administrators to resolve students' behavioral and academic problems. | Principal |
| Meet with parents and guardians to discuss their children's progress and to determine priorities for their children and their resource needs. | Principal |
| Maintain accurate and complete student records as required by laws, district policies, and administrative regulations. | Principal |
| Prepare students for later grades by encouraging them to explore learning opportunities and to persevere with challenging tasks. | Principal |
| Guide and counsel students with adjustment or academic problems or with special academic interests. | Principal |
| Prepare and implement remedial programs for students requiring extra help. | Principal |
| Prepare objectives and outlines for courses of study, following curriculum guidelines or requirements of states and schools. | Principal |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | Principal |
| Enforce administration policies and rules governing students. | Principal |
| Confer with other staff members to plan and schedule lessons promoting learning, following approved curricula. | Principal |
| Meet with other professionals to discuss individual students' needs and progress. | Principal |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | Principal |
| Prepare for assigned classes and show written evidence of preparation upon request of immediate supervisors. | Principal |
| Collaborate with other teachers and administrators in the development, evaluation, and revision of elementary school programs. | Principal |
| Prepare reports on students and activities as required by administration. | Principal |
| Instruct and monitor students in the use and care of equipment and materials to prevent injuries and damage. | Principal |
| Organize and lead activities designed to promote physical, mental, and social development, such as games, arts and crafts, music, and storytelling. | Principal |
| Attend professional meetings, educational conferences, and teacher training workshops to maintain and improve professional competence. | Principal |
| Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. | Principal |
| Organize and label materials and display students' work. | Principal |
| Attend staff meetings and serve on committees, as required. | Principal |
| Administer standardized ability and achievement tests, and interpret results to determine student strengths and needs. | Principal |
| Supervise, evaluate, and plan assignments for teacher assistants and volunteers. | Principal |
| Involve parent volunteers and older students in children's activities to facilitate involvement in focused, complex play. | Principal |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | Principal |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | Principal |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | Complementaria |
| Sponsor extracurricular activities, such as clubs, student organizations, and academic contests. | Complementaria |
0,09/ 3· Índice de exposición a robots
Escala, base y fuente
Cada tarea física se califica de 0 a 3 según el entorno en el que robots ya implantados, vendidos o demostrados podrían realizarla (0 ninguno · 1 entornos diseñados para robots, como una celda de máquinas vallada o una línea de embotellado · 2 instalaciones estructuradas, como una farmacia hospitalaria o un puerto de contenedores · 3 entornos no estructurados, como un hogar particular o una obra de construcción), y las calificaciones se promedian según la proporción del tiempo de trabajo
Tareas físicas entre las tareas O*NET 29.3 de esta ocupación
Anthropic estimó las calificaciones y las proporciones de tiempo con Claude Opus 5 mediante búsqueda web (situación en 2026).
El índice de exposición a robots es una medida distinta de las cifras de exposición a la IA de este sitio y no puede sumarse a ellas ni compararse con ellas. No mide la adopción real ni el coste, y el 0 también incluye ocupaciones sin tareas físicas.
Calificación de cada tarea física
Niveles de entorno robótico (E0–E3)
E0 ningunoDetalles
Calificada como no realizable por robots que se han implantado, vendido o demostrado, ni siquiera en un entorno diseñado para robots
E1 entornos diseñados para robotsDetalles
Calificada como realizable en un entorno construido en torno a la máquina, como una celda de máquinas vallada o una línea de embotellado
E2 instalaciones estructuradasDetalles
Calificada como realizable en una instalación de trabajo de personas que una institución mantiene según un estándar de trabajo, como una farmacia hospitalaria o un puerto de contenedores
E3 entornos no estructuradosDetalles
Calificada como realizable en un entorno que ninguna institución mantiene según un estándar de trabajo, como un hogar particular o una obra de construcción
Solo se enumeran las tareas clasificadas como físicas; las demás tareas no tienen nivel en la fuente.
| Tarea (O*NET 29.3) | Nivel de entorno robótico |
|---|---|
| Prepare materials and classrooms for class activities. | E1 entornos diseñados para robots |
| Provide a variety of materials and resources for children to explore, manipulate, and use, both in learning activities and in imaginative play. | E1 entornos diseñados para robots |
| Use computers, audio-visual aids, and other equipment and materials to supplement presentations. | E0 ninguno |
| Plan and supervise class projects, field trips, visits by guest speakers or other experiential activities, and guide students in learning from those activities. | E0 ninguno |
| Organize and label materials and display students' work. | E1 entornos diseñados para robots |
| Perform administrative duties, such as school library assistance, hall and cafeteria monitoring, and bus loading and unloading. | E0 ninguno |
| Select, store, order, issue, and inventory classroom equipment, materials, and supplies. | E1 entornos diseñados para robots |
| Provide students with disabilities with assistive devices, supportive technology, and assistance accessing facilities, such as restrooms. | E0 ninguno |
Información ocupacional
Perspectivas de empleo (BLS)
- Empleo, 2025
- 1,4M
- Empleo proyectado, 2035
- 1,4M
- Variación (2025–35)
- -0,4%
- Salario anual mediano, 2025
- $63.970
- Formación habitual para acceder
- Bachelor's degree
Vínculos con la clasificación coreana (KSCO)
Vínculos de la versión vigente de Korea Occupation Direct Crosswalk v1.1, elaborado por AI Changing Work. Los valores de relación se leen desde la ocupación O*NET-SOC.
| Código KSCO | Nombre KSCO | Relación | Estado |
|---|---|---|---|
| 26220 | 초등학교 교사 | Mismo alcance | confirmado |
Definiciones de relación y estado(kr-direct v1.1)
Descripción ocupacional de la OIT
AI Changing Work vincula a esta ocupación los grupos primarios de la ISCO-08 que figuran abajo aplicando, tal como se publicaron, las tablas de correspondencia de la Oficina de Estadísticas Laborales de EE. UU. (BLS) (SOC 2018 a SOC 2010, SOC 2010 a ISCO-08), sin selección caso por caso; cada vínculo puede ser total o parcial.
- ISCO-08 2341Primary School Teachers
Maestros de enseñanza primaria
La definición, las tareas y los ejemplos que siguen son la descripción que hace la OIT de ese grupo primario, no de esta ocupación.
Primary school teachers teach a range of subjects at the primary education level.
Tareas
- (a) preparing daily and longer term lesson plans in accordance with curriculum guidelines;
- (b) instructing children individually and in groups, using various teaching methods and materials (e.g. computers, books, games), adapting to children’s varying needs;
- (c) maintaining discipline and good working habits in the classroom;
- (d) planning and conduct activities with the children such as sporting activities, concerts and excursions;
- (e) assigning and grading class work and homework;
- (f) preparing, administering, and grading tests and assignments to evaluate children’s progress;
- (g) observing and evaluating children’s performance and behaviour;
- (h) supervising children during classes and at other times in the school day, including the playground during breaks;
- (i) participating in staff meetings and other sessions, and conferring with other teachers concerning educational issues;
- (j) preparing for and attending parent meetings to discuss children’s progress and problems.
Ocupaciones de ejemplo
Primary school teacher
Sources: ILO ISCO-08 — details: Credits
Vocabulario ocupacional ESCO
Cada entrada de abajo está emparejada con esta ocupación en el ESCO-O*NET Crosswalk publicado (versión 1, 2022). Los tipos de correspondencia son los de esa tabla; la redacción es de AI Changing Work.
- maestro de educación primaria/maestra de educación primariaESCO 2341.1Mismo alcance
Los maestros de educación primaria forman a los alumnos a nivel de escuela primaria. Crean planes de clase en consonancia con los objetivos de los planes de estudios para las diversas asignaturas que imparten, como las matemáticas, las lenguas, el conocimiento del medio y la música. Hacen un seguimiento del progreso de los alumnos en el aprendizaje y evalúan mediante pruebas sus conocimientos y destrezas en las asignaturas impartidas. Estructuran el contenido de su curso sobre la base de los conocimientos previos de los estudiantes y los animan a profundizar en temas que les interesan. Utilizan los recursos docentes y los métodos de enseñanza para crear un entorno de aprendizaje motivante. Los profesores de enseñanza primaria también participan en actos escolares y se comunican con los padres y el personal administrativo.
Fuente: European Commission, DG EMPL — ESCO API 2026-08-08 (bridge v1.2.1)
Licencia: CC BY 4.0 (EU Reuse Notice)
ESCO reuse terms and the modification notice are in Credits.
Vínculos con la clasificación francesa (ROME)
Vínculos entre esta ocupación y fichas ROME 4.0, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación. Los vínculos marcados como «provisional» se adoptaron basándose únicamente en los juicios de dos evaluadores de la misma familia de modelos (Claude), o mediante una regla del operador aplicada a esos juicios, por lo que se sustentan en evidencia más débil que los vínculos confirmados.
| Código ROME | Denominación ROME (francés) | Relación |
|---|---|---|
| K2106 | Professeur / Professeure des écoles | Mismo alcanceprovisional |
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)
Vínculos con la clasificación española (CNO-11)
Vínculos entre esta ocupación y ocupaciones CNO-11, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código CNO-11 | Denominación CNO-11 (español) | Relación |
|---|---|---|
| 2240 | Profesores de enseñanza primaria | Mismo alcanceprovisional |
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)
Vínculos con la clasificación alemana (KldB)
Vínculos entre esta ocupación y ocupaciones KldB, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código KldB | Denominación KldB (alemán) | Relación |
|---|---|---|
| 84114 | Lehrkräfte in der Primarstufe - hoch komplexe Tätigkeiten | Mismo alcance |
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)
Vínculos con la clasificación japonesa (JSCO)
Vínculos entre esta ocupación y ocupaciones JSCO, establecidos por AI Changing Work con modelos de IA. Las relaciones se leen desde el lado de esta ocupación.
| Código JSCO | Denominación JSCO (japonés) | Relación |
|---|---|---|
| 192 | 小学校教員 | Mismo alcanceprovisional |
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)
Fuentes de datos y licencias de esta página, y avisos de modificación y traducción de AI Changing Work: Créditos y fuentes