Explore jobs
Find specific jobs
Explore careers
Explore professions
Best companies
Explore companies
Job outlook for economics teachers in the United States
Economics teacher job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected economics teacher job growth rate is 5% from 2018-2028.
About 48,700 new jobs for economics teachers are projected over the next decade.
Economics teacher salaries have increased 8% for economics teachers in the last 5 years.
There are over 94,622 economics teachers currently employed in the United States.
There are 54,016 active economics teacher job openings in the US.
The average economics teacher salary is $123,585.
Are economics teacher jobs in demand?
Economics teacher job and salary trends over time
Economics teacher jobs over time
Economics teacher job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 94,622 | 0.03% |
| 2020 | 91,910 | 0.03% |
| 2019 | 96,069 | 0.03% |
| 2018 | 97,527 | 0.03% |
| 2017 | 95,270 | 0.03% |
Average economics teacher salary over time
Economics teacher salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $123,585 | $59.42 | +2.0% |
| 2025 | $121,207 | $58.27 | +2.2% |
| 2024 | $118,573 | $57.01 | +1.9% |
| 2023 | $116,312 | $55.92 | +2.0% |
| 2022 | $114,071 | $54.84 | +1.5% |
Economics teacher jobs by state
Most common states for economics teachers
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 139 | 20% |
| 2 | New Hampshire | 1,342,795 | 178 | 13% |
| 3 | Maryland | 6,052,177 | 722 | 12% |
| 4 | Illinois | 12,802,023 | 1,379 | 11% |
| 5 | New Jersey | 9,005,644 | 1,020 | 11% |
| 6 | Colorado | 5,607,154 | 600 | 11% |
| 7 | Minnesota | 5,576,606 | 590 | 11% |
| 8 | New Mexico | 2,088,070 | 223 | 11% |
| 9 | Montana | 1,050,493 | 111 | 11% |
| 10 | Massachusetts | 6,859,819 | 669 | 10% |
| 11 | Nevada | 2,998,039 | 274 | 9% |
| 12 | Nebraska | 1,920,076 | 170 | 9% |
| 13 | Delaware | 961,939 | 91 | 9% |
| 14 | North Carolina | 10,273,419 | 772 | 8% |
| 15 | Virginia | 8,470,020 | 663 | 8% |
| 16 | Indiana | 6,666,818 | 528 | 8% |
| 17 | Kansas | 2,913,123 | 234 | 8% |
| 18 | Pennsylvania | 12,805,537 | 897 | 7% |
| 19 | Connecticut | 3,588,184 | 258 | 7% |
| 20 | Vermont | 623,657 | 41 | 7% |
Most common cities for economics teachers
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Germantown | 1 | 1% | $144,330 |
| 2 | Rockville | 1 | 1% | $144,298 |
| 3 | Detroit | 2 | 0% | $121,360 |
| 4 | Minneapolis | 1 | 0% | $133,792 |
| 5 | New York | 1 | 0% | $180,826 |
| 6 | Phoenix | 1 | 0% | $89,014 |
| 7 | Washington | 1 | 0% | $151,907 |
Economics Teacher job outlook: Expert opinions
Our panel of economics teacher experts
University of Puerto Rico - Humacao
Texas Woman's University
Colby-Sawyer College
University of Mary Washington
What Economics Teacher skills would you recommend for someone trying to advance their career?
Maritere Cardona Matos Ed.D.: Being able to collaborate is essential in the academia as well as in the workplace. Educators need to cultivate students' abilities to work effectively in teams and communicate their ideas clearly both orally and in writing. Educators also need to develop students' awareness of what is happening around the world to help them develop empathy and values. We live in a world that is in constant movement, so students need to be able to adapt and manage time and stress.
Gina Anderson
Associate Dean for Educator Preparation and PartnershipsTexas Woman's University
TWU College of Professional Education
What Economics Teacher skills would you recommend for someone trying to advance their career?
Gina Anderson: The daily workload of an educator varies greatly by the grade level, subject area, and needs of the students served. If the grade level is a "tested" year, this means that the expectations and pressures are typically higher in that standardized test scores are used to make high-stakes decisions about the student's progress, the teacher's effectiveness, and the school's and district's reputation. Similarly, if a grade level is one associated with a benchmark (all students reading at grade level) or for foundational skills (learning to read). Secondary teachers are also held responsible for end of year progress of their students - especially for subjects like English, Science, and Math. In the state of Texas, educators spend a minimum of four hours a day on teaching/instruction. Teachers must also spend time planning their instructional lessons, grading students' work, attending to students' and accommodations for learning English as a second language or for special education. The accommodations are not only in practice but also in required paperwork. Furthermore, teachers spend time responding to the behavioral, emotional, and mental health needs of their students; often partnering with other resource personnel in their school or district. Teachers also work with parents, guardians, or care-givers and communicate via meetings, phone, email and in-person visits. Educators are required to engage in a minimum number of professional development hours per academic year as well. In the state of Texas, educators are required to complete 150 continuing professional education clock hours over a five year renewal period. Many teachers spend time on the weekends and during the summer months attending to their teaching or professional development responsibilities. Some educators take on a second job during the summer months to supplement their income, as well. Finally, the above is the minimum expected of teachers. Many, if not most teachers, truly care about their students and engage far beyond the minimum by sponsoring extracurricular activities and building relationships with students. Excellent educators also are often tapped for additional roles such as serving as a mentor or cooperating teacher for pre-service teachers engaging in field work as required by their educator preparation program. When all is factored in to a typical day in the life of an educator, including instructional time, preparation, paperwork, accommodations, compliance with rules and regulations, professional development, relationship-building, and supporting future educators, it is usually well above a typical 8 hour workday and 40 hour work week.
What technology do you think will become more important and prevalent for Economics Teachers in the next 3-5 years?
R. Todd Coy Ph.D.: Even before the onset of COVID-19, the increasing importance of technology in areas like education and business communications was apparent. I believe Covid only served to speed up the oncoming changes. Using online formats to deliver professional services like mental health or education will continue to become even more mainstream. Therefore, staying current with the various applications and features found online will allow you to be more effective and marketable.
Janine Davis Ph.D.
Associate ProfessorUniversity of Mary Washington
College of Education
Will there be an enduring impact of the coronavirus pandemic on Economics Teachers?
Janine Davis Ph.D.: For our teacher education graduates, the impact of the pandemic will most likely work in their favor when it comes to finding jobs-the pandemic has led to many retirements, which will mean that we will need even more teachers to fill those empty positions. At the same time, the advent of increased virtual learning means that it will no longer be an option that teachers know and use technology, including teaching online and using learning management and data analysis systems-those skills will almost certainly be a non-negotiable for future teaching positions. Finally, I think that this event has highlighted the importance of working as part of a team of teachers and other school leaders.