Working Life

Teaching languages is about sharing your passion and enthusiasm for the subject and making the learning relevant and exciting for your students.

A wide range of opportunities exist for teaching languages, whether its our native 'Gaeilge', or Modern Foreign Language (MFL) Teaching. The increased focus on languages in both the primary and the secondary level school system means that, as well as Irish and the main European languages traditionally taught in schools in Ireland (French, German and Spanish), a wide range of other foreign languages are now being taught in secondary schools around the country including Italian, Russian, Arabic, Japanese, and Mandarin.

Opportunities also exist in private sector language schools for teaching adult education and leisure classes in Modern Foreign Languages to both groups and individuals. For example, the Alliance Francaise offers a wide range of summer courses, short courses, introductory and refresher courses for all age groups interested in learning French, as does the Goethe Institute for those learning German.

Interesting career and cultural opportunities also present themselves, such as teaching Irish to Irish people who are living or working abroad. 

Alternative career opportunities for those intersted in Languages include Interpretor and Translator. The EU career opporunities in these ares are extensive.

Further Information

• Teacher, Second Level- from: GradIreland

This occupation is typically suited for people with the following Career Interests:

 Linguistic

The Linguistic's interests are usually focused on ideas and information exchange. They tend to like reading a lot, and enjoy discussion about what has been said. Some will want to write about their own ideas and may follow a path towards journalism, story writing or editing. Others will develop skills in other languages, perhaps finding work as a translator or interpreter. Most Linguistic types will enjoy the opportunity to teach or instruct people in a topic they are interested in.

 Social

The Social person's interests focus on interacting with the people in their environment. In all cases, the Social person enjoys the personal contact with other people in preference to the impersonal dealings with things, data and ideas found in other groups.

Many will seek out positions where there is direct contact with the public in some advisory role, whether a receptionist or a counsellor. Social people are motivated by an interest in different types of people and like diversity in their work environments. Many are drawn towards careers in the caring professions and social welfare area, whilst others prefer teaching and other 'informing' roles.

 Creative

Creative people are drawn to careers and activities that enable them to take responsibility for the design, layout or sensory impact of something (visual, auditory etc). They may be atrracted to the traditional artistic pursuits such as painting, sculpture, singing, or music. Or they may show more interest in design activities, such as architecture, animation, or craft areas, such as pottery and ceramics.

Creative people use their personal understanding of people and the world they live in to guide their work. Creative people like to work in unstructured workplaces, enjoy taking risks and prefer a minimum of routine.

In the formal school system, teachers are required to deliver the curriculum that is agreed at national level by the National Council for Curriculum and Assessment. Those planning to teach in a formal school setting must meet certain requirements.

For example:

The following are the requirements set-out by the Teaching Council for recognition to teach French in a Secondary School in Ireland:

1. (a) Applicants must hold a degree-level qualification, with French studied up to and including third-year level or higher (or modular equivalent).

(b) The qualifying degree must be equivalent to at least Level 8 on the National Framework of Qualifications (NFQ) and with a minimum pass result in all examinations pertinent to the subject of French.

(c) The qualifying degree must carry at least 180 ECTS (European Credit Transfer System) credits (or equivalent) with the specific study of French comprising at least 60 ECTS credits (or equivalent) and with not less than 10 ECTS credits (or equivalent) studied at third-year level or higher (or modular equivalent).

2. The study of French during the degree must show that the holder has acquired sufficient knowledge, skills and understanding to teach the French syllabus2 to the highest level in post-primary education (see www.curriculumonline.ie). To meet this requirement the degree must include:

(a) French Language Studies and

(b) French Literature The degree must incorporate the study of Literature through the medium of French, comprising at least 15 ECTS credits and should incorporate the study of at least two of the following areas:

i. Drama

ii. Poetry

iii. Fiction

iv. Media/Film Studies or Communications

v. History of Ideas (Philosophical works in French).

3. Applicants must have verifiable residential experience of at least two months in France or a country where French is the vernacular (spoken language).

4. Applicants must provide evidence of linguistic competence in the language. This can be demonstrated by:

(a) Applicants for whom the language is their mother tongue Or

(b) Providing evidence of achieving a minimum level of B2.2 on the Common European Framework of Reference for Languages (or equivalent) from the higher education institution where the qualification was completed. Alternatively applicants can provide certification of successful completion of an independent language competency test.

5. Applicants must also have completed a programme of post-primary initial teacher education (age range 12-18 years) carrying a minimum of 120 ECTS credits (or equivalent)

Studying to become a teacher is known as initial teacher education (ITE).

You can study to be a teacher either by doing an undergraduate degree (concurrent programme) or a two-year postgraduate Professional Master of Education (PME) (consecutive programme).

Applications for undergraduate ITE courses can be made through the Central Applications Office (CAO).

A full list of accredited (ITE) Initial teacher education programmes can be found here.

In addition to the general entry requirements of the 3rd level institutions, there may be additional entry requirements for particular post primary teaching programmes. Please refer to the individual entry requirements for your chosen programme for more details.

Click here to view the Pathways to Teaching infographic.

REGISTRATION CONDITIONS

Newly Qualified Teachers (NQTs)

NQTs need to go through a one-year induction programme after they have qualified

NQTs also need to register their qualifications with The Teaching Council - Full details here. 

All new teachers will also need to be Garda vetted, as they are responsible for children.

Post Qualification Employment (PQE)

PQE is a standard condition for all newly qualified second level teachers. 300 hours teaching experience must be completed at a recognised post-primary school or Centre for Education, and verified by the institution principal. At least two-thirds (200 hours) of the hours must be spent teaching a post-primary curricular subject to a class of students within their regular timetable. The other 100 hours may be carried out teaching non-timetable related activities. Newly qualified post-primary teachers have 3 years from the date of registration to complete the PQE.

Note: These requirements apply to persons applying for registration on and after 1 January 2017.

Salary Range (thousands per year)* €44k - €80k

Salaries vary based on employer, location, experience, duties, and role. Additional remuneration may be relevant with posts of responsibility and qualifications.  

Data Source(s):
Education.ie/ Gov.ie/ Forsa/ Asti/ TUI

Last Updated: July, 2024

Note: The following information relates to occupations that include: Secondary education teaching professionals.  

This information has been derived from the Solas National Skills Bulletin (2024).

Since 2020 employment levels have only seen marginal increases, resulting in a below average growth rate annually over the five-year period. Two-thirds of secondary teachers were female, and most were in full-time roles. Recent job hires for these roles far exceeded employment growth which may be indicative of the shorter-term contracts associated with substitute teaching.

With enrolments at post-primary level expected to peak in 2025 and decline thereafter, an overall increase in demand is not expected. At the same time, the number of post-primary teachers registered with the Teaching Council has grown by, on average, 1,000 registrations per annum over the last five years. However, recruitment and retention, particularly for certain key subjects has become an increasing issue for schools. A 2023 Teachers’ Union of Ireland survey found that the most difficult subjects to find qualified teachers for were maths, woodwork/construction studies, Irish, biology, home economics and chemistry. The Department of Education recently introduced a suite of measures to address teacher demand in priority subjects, including procuring Level 8 programmes to upskill teachers to teach mathematics, physics and Spanish as well as a pilot scheme to facilitate teacher sharing between schools.

The lack of employment growth and the expected future decline in enrolment numbers suggest that employment levels are unlikely to grow for this occupation; however, shortages are arising for teachers in specific subject areas.

• Association of Secondary Teachers, Ireland

  • ASTI House, Winetavern Street, Dublin 8
  • (01) 604 0160
  • [email protected]
  • Click Here

• The Teaching Council

  • Block A, Maynooth Business Campus, Maynooth Co. Kildare
  • (01) 651 7900
  • [email protected]
  • Click Here

• Department of Education and Skills

  • Marlborough St, Dublin 1
  • (01) 889 6400
  • [email protected]
  • Click Here