Redistribution of teachers and supervisory positions according to school needs
The Ministry of Education announced the actual implementation of decisions to redistribute teachers and female teachers, as well as holders of educational supervisory positions, among schools. This initiative is part of a comprehensive plan to reform the distribution of the workforce, in accordance with directives from Minister of Education Eng. Syed Jalal Al-Tabatabai. The goal is to achieve balance and fairness in the distribution of personnel based on the actual needs of schools, enhance stability in educational institutions, and direct human resources to locations with the greatest need, thereby serving the best interests of learners and improving the efficiency of the educational process.
The Ministry of Education clarified that the Educational Affairs Sector has officially issued 8,703 transfer decisions as part of the redistribution procedures. These included 8,310 decisions for teachers and female teachers across various specialties, and 393 decisions for holders of educational supervisory positions. The average transfer distance was recorded at 11.2 kilometers, in compliance with approved regulations and standards that rely on the actual needs of schools, the number of classrooms and students, educational quotas, and the approved organizational structure.
The Ministry stated that the implementation of the redistribution decisions contributed to raising the rate of addressing disparities in the distribution of teachers, female teachers, and educational supervisors among schools from 34% to 82%. This was achieved while ensuring that the average general transfer distance for relocated staff did not exceed 11.2 kilometers, reflecting a commitment to balancing the fulfillment of schools' actual needs with the job stability of educational personnel.
The Ministry explained that the remaining disparity is primarily linked to actual surpluses in certain specialties and subjects, such as Islamic Education and Physical Education. In these fields, the number of teachers still exceeds the actual needs of schools even after completing the redistribution procedures. Consequently, fully addressing these surpluses through inter-school transfers is limited at the current stage. The Ministry affirmed its continued monitoring and handling of these cases according to actual needs and field developments, aiming to reach an acceptable level of balance, efficiency, and sustainability in workforce distribution.
The Ministry of Education emphasized that the redistribution decisions are part of an organizational and reformative measure based on a precise analysis of school data and needs. The objective is to address previous disparities and accumulations in personnel distribution, achieve greater fairness in quotas and workloads among teachers, meet schools' needs, and make optimal use of available human resources. This directly reflects positively on the stability and quality of the educational process.
The Ministry highlighted a specific case where there was a disparity in the teaching loads of Arabic language teachers between two middle schools for boys within the same educational zone. In one school, a teacher was assigned one class, whereas in the other school, a teacher was assigned three classes. The redistribution of Arabic teachers between the two schools helped balance the number of teachers with the number of classes, achieving greater fairness in quotas and workloads.
Furthermore, the plan addressed a disparity in the distribution of Physics teachers between two secondary schools for boys. One school had only two Physics teachers, while the other had eight. Physics teachers were redistributed between the schools in proportion to the number of classrooms, students, and actual needs of each institution. This resulted in a distribution of personnel more consistent with educational requirements, ensuring fairness in quotas among teachers and guaranteeing the fulfillment of students' needs.
The Ministry of Education noted that the remedial measures extended to educational supervisory positions. Data revealed that one kindergarten had 12 technical supervisors. These supervisors were redistributed to several other kindergartens with actual needs, in alignment with the approved organizational structure. This move aimed to maximize the utilization of supervisory competencies, meet the needs of kindergartens, and enhance operational efficiency within them.
The procedures also included the redistribution of several assistant principals and heads of departments for various subjects among schools, based on actual needs and the approved organizational structure. The goal was to address surpluses in some schools and fill gaps in others, complete the staffing of the organizational structure, and enable school administrations to perform their responsibilities efficiently and stably.
The Ministry affirmed that these cases reflect the practical approach underpinning the redistribution plan, starting from identifying areas of surplus and need, comparing quotas, classroom numbers, and student counts, to redirecting personnel according to actual demand. This makes redistribution an organizational tool that contributes to achieving fairness among schools and teachers, meeting educational needs, and maximizing the utility of available human resources.
