Cosmetology Instructor Salary and Job Outlook: A Comprehensive Guide

For individuals exploring career options or contemplating a job change, understanding the potential earnings and job prospects is crucial. This article provides a detailed overview of the cosmetology instructor profession, including salary information, job outlook, and key skills needed to succeed.

Current Employment Landscape

In 2023, the United States had approximately 1,807,717 cosmetology instructor positions, highlighting the presence of this profession across the country.

Salary Expectations

National Median Salary

The national median salary for cosmetology instructors in 2023 was $83,637. The median salary represents the midpoint, with half of the instructors earning more and half earning less than this amount.

Salary Range

The Bureau of Labor Statistics (BLS) data indicates a salary range for cosmetology instructors, with the lowest earners making approximately $47,990 per year in 2023. While the BLS doesn't specify the highest earners' salary, it's important to note that compensation can vary based on experience, location, and employer.

Hourly Wage

The BLS also provides data on hourly wages for cosmetology instructors. The median average hourly pay for these professionals in 2023 was $40.

Salary Insights from Job Postings

Another way to gauge salary expectations is by analyzing current job postings for cosmetology instructors. A review of 223,117 job postings found that 46,161 (21%) included advertised salary information. This real-time data offers a snapshot of what organizations are currently willing to pay to fill open positions.

Job Outlook and Future Growth

Projected Job Growth

The field of cosmetology instruction is expected to see growth in the coming years. By 2033, approximately 200,197 jobs are projected to be added. This growth indicates a continued need for qualified instructors to train aspiring cosmetologists.

Factors Driving Demand

The demand for barbers and hairdressers will primarily stem from demand for basic hair care services. This translates to a need for skilled cosmetology instructors to train new professionals entering the field.

Replacement Needs

A significant portion of job openings will arise from the need to replace workers who transfer to other occupations or retire. This underscores the importance of attracting and training new talent to fill these vacancies.

Skills and Qualities for Success

To excel as a cosmetology instructor, certain skills and qualities are essential. These include:

Read also: Cosmetology Education Requirements

Creativity: Cosmetology instructors should be able to inspire and guide students in developing their creative abilities.
Customer-service skills: Instructors need to be able to build rapport with students and address their concerns effectively.
Listening skills: Understanding students' needs and learning styles is crucial for effective instruction.
Physical stamina: Cosmetology instructors often spend long hours on their feet, demonstrating techniques and supervising students.
Tidiness: Maintaining a clean and sanitary work environment is essential for the health and safety of both instructors and students.
Time-management skills: Instructors need to be able to manage their time efficiently to cover all course material and provide individual attention to students.

Licensure and Training

All states require barbers, hairstylists, and cosmetologists to be licensed. To become a licensed cosmetology instructor, individuals typically need to:

Complete a state-approved barber or cosmetology program. These programs usually involve a mix of classroom studies and hands-on training, leading to a certificate or other postsecondary nondegree award. Admission requirements vary by state, with some requiring a high school diploma or equivalent.
Obtain a license. Qualifications for licensure vary by state. In many states, cosmetology training may be credited toward a barbering license or vice versa, and a few states combine the two licenses. State reciprocity agreements may allow licensed barbers and cosmetologists to get a license in another state without needing additional formal training or state board testing.
Continue professional development. Workers may continue to take advanced courses in hairstyling or in other personal appearance services throughout their careers to keep up with the latest trends.

Work Environment

Barbers, hairstylists, and cosmetologists work mostly in barbershops or salons, although some work in spas, hotels, or resorts. These work environments are usually pleasant with good lighting. Physical stamina is important because they are on their feet for most of their shift. Most barbers, hairstylists, and cosmetologists are full time, although part-time work is common. Work schedules may vary and often include evenings and weekends-times when barbershops and beauty salons may be busiest.

Additional Career Paths and Related Occupations

This table shows a list of occupations with job duties that are similar to those of barbers, hairstylists, and cosmetologists.

Expert Opinions

Dr. Stephanie Opfer, Associate Professor of English, Assistant Dean of the School of Creative and Media Arts, Tiffin University

"Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time."

Dr. Phyllis G. Jestice, Professor, College of Charleston, Department of History

"The experience that most stands out on resumés, to my mind, is definitely internships or anything where the applicant has had to show initiative and exercise independent thought."

Read also: DLI Cosmetology Program Overview

Suzanne Kemp Ph.D., Director of Dance, Associate Professor of College of Fine Arts and Production, University of Nebraska-Lincoln, Department of Special Education and Communication Disorders

"They need to stay engaged in some level of working with people with disabilities. If they do something that isn't relevant to the field, they won't be as marketable as a new graduate."

David McMahan Ph.D., Charles A. Dana Professor of Religious Studies, Franklin and Marshall College, Religious Studies Department

"Keep open to possibilities beyond the narrow range of what your diploma lists as your major or minor. Whatever job you get trained for today, in 10-20 years, it may be very different. Or it may not exist. Focus on obtaining and maintaining flexibility, critical thinking, creativity, and passion for learning. The most critical and prevalent skill in grant writing, which is lacking, is appropriately writing. Over the past decade, there has been an increase in abbreviation and slang. The technology is that younger, individual writers may like to stay up on the most recent software and communication methods. Whereas funders, private, corporate, and government, tend not to keep up as fast and have older software versions. This means that the newest and glitziest software may not be compatible with the funder's software when submitting grant proposals and applications."

April Dawkins Ph.D., Assistant Professor, The University of North Carolina Greensboro, Library & Information Science Department

"Across the United States, most school librarians are required to have a graduate degree in either education or library and information science with licensure as a school librarian (school library media coordinator). The most likely experience to benefit them in their job search is a previous experience as a classroom teacher. Teaching is one of the significant roles that school librarians play in schools, through direct and indirect instruction with students, and professional development for classroom teachers."

Dr. Rodney Rohde Ph.D., Professor and Chair, Texas State University, Clinical Laboratory Science Program in the College of Health Professions

"There are large vacancy rates all over the country. This is a good news/bad news issue. One of the great things about this career is that graduates honestly can decide where they "fit best" with regard to geography and employer (urban, rural, large, or small)."

Dr. Jerome Miksell, Professor (Musicianship, Technology, Viola), Department Chair, University of Mount Union, Music Department

"An aspiring performer should be practicing and looking for performance opportunities. Those interested in business opportunities could consider finding a part-time job in a music store."

Dr. Jay Dorfman, Associate Professor - Coordinator of Music Education, Kent State University, School of Music

"There are certainly some states with teacher shortages, but that is often because those states' political or economic climates make them less desirable as a place for teachers to work. If teachers' teaching conditions and salaries were improved, there would be more people interested in entering the profession. That said, I typically tell students that the broader their search for a job can be, the more likely they are to find a good fit."

Helen Callus, Professor of Viola, Northwestern University, Bienen School of Music

"A gap year is a terrific way to build a resume. By looking at where there might be a lack of experience like competitions, teaching, administration, summer festival interns, assistantships - they can focus their time and build their resumes well. You could also spend the time preparing repertoire to teach or take auditions and make your first recording and video YouTube performance."

Dr. Lori Gray, Associate Professor: Director of Music Education, Boise State University, Department of Music Education

"For the past several years, it has been clear that employers are seeking graduates with 21st Century Learning Skills (critical thinking, creativity, communication, and collaboration). The four Cs of 21st Century Learning frequently come up during reference calls on my end and interviews for our recent graduates. I would add that graduates need a strong work ethic, an understanding of professionalism and respect in the workplace, and self-awareness and an understanding of personal needs and limitations both at work and in their personal lives. In these current living conditions during a global pandemic (COVID-19), graduates also need resilience, perseverance, adaptability, and flexibility. These are all skills I would want for our Music Education majors to cultivate, as the climate in K-12 Education is ever-changing. However, I believe these are all skills that would be useful in any new career path."

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