Education Ministry continues workforce restructuring to achieve balance in school staff distribution

- Reassigning teachers and female teachers based on actual needs and educational specializations.

- Addressing disparities in the numbers of teachers and supervisors, and directing staff to the schools with the greatest need.

- Prioritizing the most recently appointed teachers for transfers, and the most recently promoted individuals for supervisory positions.

- Establishing one department head per subject and redistributing additional staff according to the number of classrooms and students.

The Ministry of Education announced the continuation of measures to reorganize the workforce in schools, starting next Sunday, October 4, 2026, in implementation of the directives of Minister of Education Eng. Syed Jalal Al-Tabatabai regarding achieving balance in the distribution of staff according to the actual needs of schools. This aims to direct energies and competencies to the sites most in need, enhance the stability of school work, and place the student’s interest and educational needs at the forefront of priorities.

The Ministry emphasized, in a statement, that administrative reform measures in the educational field are proceeding along two parallel and integrated paths. The first involves redistributing teachers and female teachers among schools based on the actual need for educational specializations. The second involves reorganizing and assigning educational supervisory positions in accordance with the new organizational structure of school administrations and approved job titles, based on a comprehensive review of workforce data and the current distribution of staff in schools.

News Services

Government Agencies

Press Releases

The Ministry clarified that these measures followed a series of meetings and reviews addressing the reality of the distribution of educational and supervisory staff, which revealed disparities in the numbers of teachers and some supervisory positions between schools due to previous organizational accumulations. This necessitated reorganizing the distribution according to unified criteria linked to the actual need of each school, the number of students and classrooms, as well as the requirements of the approved organizational structure.

The Ministry pointed out that a review of actual data on the teaching staff in schools revealed a clear disparity in the distribution of staff among some schools compared to their actual needs, while other schools had a need for the same specializations. Among the cases identified by the Ministry, it was found that one middle school had 66 Islamic education teachers, while its actual need was only 11 teachers. Additionally, one school had 22 fine arts teachers, while its actual need was only 4 teachers from the same specialization.

Data also showed a similar disparity in one kindergarten, where there were 30 female teachers for only 4 classrooms. This confirms the importance of aligning the distribution of educational staff with the actual needs of each school, ensuring that available competencies are directed to the sites most in need and achieving balance among schools.

The Ministry of Education explained that, in light of these indicators, the current phase of the first path involves redistributing teachers and female teachers among schools based on the actual need of each school across various educational specializations, in proportion to the number of classrooms, students, and capacity. This aims to achieve balance in the number of teaching staff and make optimal use of available resources, paving the way for the second phase of the surplus management plan.

The Ministry added that the redistribution of teachers and female teachers is carried out according to clear controls and criteria, giving priority in transfers to the most recently appointed teachers in schools where the number of teachers exceeds the quota determined for the school, calculated based on the number of classrooms and students, while considering proximity to the school of origin.

In the second track, the Ministry of Education clarified that the measures include reorganizing and assigning supervisory educational positions in accordance with the new organizational structure of schools. This follows a data review that revealed the presence of more than one department head for the same academic specialty in certain schools, with some cases having two or three department heads for the same specialty. Additionally, the number of assistant principals for educational affairs in some schools reached four, while other schools have a genuine need for such staff, necessitating redistribution to achieve balance among schools.

The Ministry emphasized that addressing the disparity in the distribution of supervisory positions and assigning their incumbents will be based on the organizational structure and actual needs of schools. Priority in transfers will be given to those most recently promoted to supervisory positions, while considering the proximity between the school of origin and the destination school. This approach aims to achieve optimal use of human resources while maintaining job stability for employees.

The Ministry of Education noted that the new school organizational structure includes assistant principals for educational and student affairs, drawn from teaching staff progressing within the educational cadre, as well as an assistant principal for administrative affairs, drawn from administrative staff progressing within the administrative track. Vacancies will be announced later to facilitate their assignment to school administrations in accordance with approved procedures and regulations.

The Ministry also clarified that the new organization relies on appointing one department head per academic subject in each school, which contributes to clearer definition of responsibilities and jurisdictions, aligns with the numbers stipulated in the organizational structure, and ensures that any surplus in these positions is redistributed to schools with genuine needs, thereby guaranteeing balanced distribution of supervisory staff across schools.

The Ministry stressed that these measures are part of a comprehensive administrative reform and do not aim at transfers per se, but rather seek to address disparities and previous organizational accumulations, achieve equity in the distribution of human resources, and establish sustainable solutions that ensure fair distribution of teachers in the future based on actual school needs. This enhances the capacity of school administrations to perform their duties efficiently and supports the stability of the educational process.

The Ministry further affirmed that the welfare of learners is the primary objective of the workforce reorganization measures. The distribution of staff is directly linked to the needs of students, classrooms, and specialties, ensuring that each school has the appropriate number of teachers and supervisory leaders. This contributes to enhancing the stability of the school environment and improving the efficiency and quality of the educational process, within a comprehensive vision for developing institutional performance and achieving optimal use of human resources in the educational field.