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Youth director job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected youth director job growth rate is 12% from 2018-2028.
About 20,400 new jobs for youth directors are projected over the next decade.
Youth director salaries have increased 17% for youth directors in the last 5 years.
There are over 6,009 youth directors currently employed in the United States.
There are 7,501 active youth director job openings in the US.
The average youth director salary is $44,333.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 6,009 | 0.00% |
| 2020 | 5,682 | 0.00% |
| 2019 | 6,243 | 0.00% |
| 2018 | 6,209 | 0.00% |
| 2017 | 6,132 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $44,333 | $21.31 | +2.8% |
| 2024 | $43,105 | $20.72 | +7.5% |
| 2023 | $40,107 | $19.28 | +4.7% |
| 2022 | $38,309 | $18.42 | +1.0% |
| 2021 | $37,945 | $18.24 | --0.4% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Oklahoma | 3,930,864 | 458 | 12% |
| 2 | Alabama | 4,874,747 | 521 | 11% |
| 3 | Louisiana | 4,684,333 | 497 | 11% |
| 4 | Mississippi | 2,984,100 | 303 | 10% |
| 5 | District of Columbia | 693,972 | 63 | 9% |
| 6 | Alaska | 739,795 | 55 | 7% |
| 7 | Colorado | 5,607,154 | 163 | 3% |
| 8 | Montana | 1,050,493 | 31 | 3% |
| 9 | California | 39,536,653 | 627 | 2% |
| 10 | New York | 19,849,399 | 492 | 2% |
| 11 | Illinois | 12,802,023 | 201 | 2% |
| 12 | New Jersey | 9,005,644 | 188 | 2% |
| 13 | Massachusetts | 6,859,819 | 166 | 2% |
| 14 | Georgia | 10,429,379 | 160 | 2% |
| 15 | Arizona | 7,016,270 | 134 | 2% |
| 16 | Minnesota | 5,576,606 | 93 | 2% |
| 17 | Wisconsin | 5,795,483 | 92 | 2% |
| 18 | Connecticut | 3,588,184 | 59 | 2% |
| 19 | Nebraska | 1,920,076 | 31 | 2% |
| 20 | Vermont | 623,657 | 10 | 2% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Los Angeles | 1 | 0% | $55,194 |
Aquinas College
Southeastern Baptist Theological Seminary
The University of Findlay

Xavier University
Aquinas College
Theological And Ministerial Studies
Fr. Robert Keller O.P.: A career in Theology. Definitely a niche job. It probably does not have the earning potential of many
other careers. Many who engage in work in Theology are in "ministry," that is, akin to personal
'vocation' more than to 'job' or 'career.'
First, what kinds of jobs are open to a degree in Theology? One with a bachelor's degree can teach and
do campus ministry in high school, or find work in a parish. Getting a Masters in Theology expands the
teaching opportunities to include college, and in parishes, to be religious education coordinator or
director. One can also do campus ministry in college. A doctoral expands all of this immensely.
Southeastern Baptist Theological Seminary
Christian Education
Kenneth Coley: In our field of religious education, we see trends that are unique to the pandemic and the ripple effect as people consider returning to church. Consistent with every generation of local church ministry pastors and leaders must be passionate about their calling to serve God and His people, have a strong understanding of Scripture, and a servant's heart to shepherd God's people. In the current season these professional and personal qualities need to be communicated digitally and virtually, and this isn't going away.
With many community schools closed, parents are anxious to have their children welcomed back to church in safe environments. Many families will select the church that best meets the needs of their children and teens. Many people are looking for ministers to lead groups who can assist members of their community in serious need of basic food, shelter, and academic tutoring. And with many people being isolated there is an increased need for counseling for both individuals and couples. (Unfortunately, some are predicting an increase in divorce and abuse.)
Kenneth Coley: As is the case in any generation-does your resume reveal that you love God's church and His people? Serving. Leading. Teaching. Witnessing in your community and internationally. In a paid capacity is preferred, but even in a volunteer position. Now enter COVID...can you do this creatively? Are you an effective communicator in writing, on camera, and in virtual groups? What technology training do you have?
Effective teaching skills are crucial especially when it comes to engaging group members. As people return, we are seeing an incredible hunger to reconnect with other believers. Teaching that includes engagement and collaboration is essential.
Kenneth Coley: Our Doctor of Education students are having great success at getting positions in higher education, particularly in Online Instruction. Colleges, universities, and seminaries of all sizes are hiring teachers who can be Subject Matter Experts, Instructional Design planners, and teachers who deliver the lessons. Another growing area of opportunity is private schools in locations where public schools have closed their buildings and gone 100% virtual. We are hearing that these schools are experiencing strong increase in enrollment and hiring teachers and administrators.
Dr. Louis Stulman Ph.D.: First, let me say that, like many fields of study, it has been quite challenging for graduates in biblical studies to enter the job market during the pandemic. However, many undergraduates in biblical studies continue their education at seminary in preparation for careers in church-related professions. Others do graduate work for the M.A. and Ph.D. in preparation for teaching positions in colleges, universities, and seminaries. Some do both: they pursue a M.Div. degree, which is the basic degree required by many denominations for ordination and ministry, and a Ph.D which is a prerequisite for teaching in higher education. I should say that still others enter the job market directly and well prepared due to their strong humanities education, which focuses on writing, critical thinking, and understanding diverse religious and cultural traditions, as well as their work in the major, which concentrates on interdisciplinary skills, reading texts proficiently, and engaging in questions of meaning, morality, and service.
Dr. Louis Stulman Ph.D.: All of these skills stand out on resumes as well as language proficiency in Hebrew for reading the Old Testament and Greek for reading the New Testament, as well as community service, strong interpersonal skills, and travel and cultural immersion experiences.
Dr. Louis Stulman Ph.D.: We often tell Religious Studies majors to build bridges wherever they find themselves, including and especially their local communities, but at the same time, not to hesitate to venture beyond their "comfortable worlds" to unfamiliar places inundated with needs.

Xavier University
Department of Theology
Dr. Marcus Mescher: Students will need to be interdisciplinary thinkers to keep pace in a dynamic and interdependent social context. They will need to know how to read texts critically in order to assess its credibility (especially in an era of 'fake news') and explain its meaning. They also need to be strong communicators, able to write and speak clearly and effectively. Theology is an important discipline for linking personal beliefs and values to social and ecological duties.
It will be important for graduates to be able to make compelling connections between those values and how to address pressing social and environmental concerns, especially given so many examples of crisis in our communities and in our climate. In a time of rising rates of social distrust and division, we need people who have expertise in empathy and understanding, especially across differences, in order to build bridges, find common ground, and collaborate for the common good.
Dr. Marcus Mescher: Experience in accompanying other people (e.g., teaching, tutoring, or service), and especially work, that empowers other people stands out. The goal is to have students find their voice and use it, and to help others do the same. We still have a lot to learn from sharing life with others--especially across differences. And when graduates can speak to their experience with diversity and inclusion, studying abroad, mentoring young people, or serving communities in need, it shows they are developing their 'soft skills' at the same time as they are developing their intellectual abilities and pursuing academic excellence. It's not enough to have an experience; it's about the meaning made from the experience and how it can be put in service to meet a need in our world.