Motives for enrolling the prime investment programs for educational staff from the perspective of special education teachers

Motives for enrolling the prime investment programs

Abstract

This current study aimed to identity the motives for enrolling the prime investment programs for educational staff from the perspective of special education teachers. The study also intended to determine the different motives for joining the prime investment programs for educational staff from the perspective of special education teachers at different levels (gender, age, specialization, and university). To achieve the objectives of the study, a descriptive survey method was used, where the researcher built a questionnaire consisting of (28) items, (7) items for each field in the following fields: (professional, scientific, social, and psychological). The study sample consisted of (113) male and female teachers in three Saudi universities (Hail University, King Saud University and Jeddah University), and selected by a simple random method. The results of the study found that the most prominent motivations for teachers towards joining the prime investment programs for educational staff were arranged in terms of influence as follows (psychological motivations, social motivations, scientific motivations, and then professional motivations). The study also found a difference in the degree of response of special education teachers towards the motivations for enrolling in prime investment programs for educational staff according to gender, university, and specialty, at the level of the professional section, the scientific section, and the psychological section, while there were no differences at the level of the social section. The study also did not find a difference in the response of the study participants towards the motivations for enrolling in prime investment programs for educational staff from the perspective of special education teachers according to the age group, in all sections.