Abstract:

This study aims to identify the effectiveness of (FARIS) Financial and Administrative Resources Information System in all Saudi Arabia schools. FARIS is an efficient system that provides many services of interest to the teacher as well as the administration of the Ministry of Education; in this study, some services of FARIS are reviewed: Asked leave of all kinds and adoption leave, amendment or repeal or cut of holiday and report directly afterward. Application of allowances. Request for extension of leave Salary Information (http://cutt.us/nv5zj).

The Ministry of Education (MOE) in Saudi Arabia has been awarded the prize of the World Summit on the Information Society (WSIS) for its Financial and Administrative Resources Information System- "FARIS". As a New trend in school Management, this study aimed to evaluate the experience of the teachers and administrators at the Girls Elementary School after the use of FARIS for one year.

The study identifies the effectiveness of using FARIS in school management and the main difficulties during the application and development, from the school staff's perspectives. By specifying the statistically significant differences at the level of (α ≤ 0.05) in what related to the effectiveness of FARIS in the teachers and administrators practice working in Girls Primary School. The following variables are affected by the study (the type of Job, Qualifications, and Years of Service). A descriptive approach is used to investigate this case study. The questionnaire tools are used to collect data. The study sample consists of all employees of the Girls Primary school, a total of (40) employees, administrators are (23) and teachers are (17).

The Study Questions:
1. How effective is FARIS to teachers and administrators working for the primary school in Saudi Arabia?
2. What are the attitudes of teachers and administrators working at primary school towards the implementation of FARIS?
3. What are the most difficulties teachers and administrators at primary school face when using FARIS?
4. Are there any significant differences at (α 0.05 0.05) in relation to the effectiveness of the FARIS among teachers and administrators, which is attributed to the study variables (job type, qualification, years of service).

The study reveals the following main results:
There is a disparity in agreement among study samples on the effectiveness of FARIS system in a number of statements.
There are positive attitudes towards FARIS.
There is an agreement among the study samples on the difficulties of FARIS
There are no statistically significant differences between the sample responses averages about FARIS according to the study variables differences (Job Type, Years of service, Qualifications).
The study presented the following main recommendations:
Providing technical support for processing the crashes sometimes occurring when using the system.
Training the employees, which can contribute to increasing their competence and skills, in using FARIS system.

Interest in treating the difficulties that limit the ability of employees to use the system in terms of easy registration procedures and 24 Hours Access to the system.

Keywords:

School Management, FARIS, Technology, Innovations, Primary School.