Some of Double shift schools problems in the public schools in Saudi Arabia

Document Type : Original Article

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Abstract

Abstract
This search aims to define the social and the financial problems that teachers of the double shift schools face in the Saudi Arabia. A descriptive-analytical method was used to meet the objectives of this research. The questionnaire collecting process was random stratified and collected from teachers of the double shift in public schools of Jeddah city, reaching a total sample size of 200 teachers. The results showed several problems faced by those teachers including  husband resentment, anxiety, distance from children, household chores, and reduced social interactions with family and friends, and there were no statistically significant differences between the average responses of the sample members for the social problems and the economic problems that are suffered by the teachers of the double shift schools in the public education in Jeddah due to the difference in school grades -The absence of statistically significant differences between the average responses of the members of the research sample to the economic problems suffered by the teachers of the double shift schools in the public education in Jeddah due to the difference in the school grades. Further studies are recommended to find the correlation between the Ministry of Education and the Ministry of Planning to identify the school districts and to put the schools as complexes in the plan approved by the Ministry of Planning –to build follow-up teams of the project management to follow up with the buildings in which the double shift schools are located – to expand school buildings and overcome the double shift system and reduce the number of students in each classroom according to the space available by setting the appropriate numbering mechanism - Arranging evening shifts to be on three shifts to reduce students' overcrowded classes –increasing the teachers’ salaries to overcome their financial problems – Provide awareness to the teachers’ families to have better support from their family members

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