Factors of Preparatory Stage Female Teachers’ Reluctance to Activate Waiting Classes in Riyadh City

The objective of this study was to determine the factors of primary school teachers' reluctance from activate waiting classes in Riyadh city, and to detect the statistical significance differences of primary school teachers' reluctance to activate waiting classes in Riyadh due to the variable (qualification - experience – number of assigned classes – teaching subject). Researcher used the descriptive method (survey), where a questionnaire was applied to a random sample of primary school teachers in Riyadh (1786) female teachers, which means 10% of the total number of primary school female teachers in Riyadh; (17862) teachers for the academic year (1438-1439). The study found the following results: 1. The parameters agree that there are professional reluctance factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic average (4.10) and a standard deviation of (0.962); the most prominent: big number of teaching classes, long school day, & daily preparation of lessons.
 
The parameters agree that there are environmental factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic mean (4.11), and a standard deviation of (0.945). They include: overcrowded classes, poor internet access in the school, lack of a private place in the school which is dedicated to the waiting classes. 3. The parameters agree that there are administrative reluctance factors lead to their reluctance to activate the waiting classes in Riyadh city. With a general arithmetic mean (4.10), and a standard deviation of (0.964). The most important are: teachers lack incentives when activating the waiting classes, low interest of the school leader in activating the waiting classes, the teacher is assigned to do programs and urgent tasks during the academic year