دوافع إلتحاق موظفي وزارة التربية والتعليم بسلطنة عمان ببرنامج الدراسات العليا بالجامعات العمانية وعلاقتها باستقرارهم الوظيفي
This study aimed at identifying the motives that push the employees in the ministry of education in the Sultanate of Oman to enroll in the higher education programs at Omani universities and the relation between this and their job stability from their perspectives. A questionnaire was used as a tool for data collection, which was disseminated to 175 employees, both males and females, who were enrolled in higher educational programs at Omani universities. This number represents 25.3% of the whole targeted group. Using the (SPSS) program, the study findings reveals the following: 1) The Ministry of Education in the Sultanate of Oman employees enrolled motives inside graduate programs in Oman universities came descending as following : scientific motivation, psychological motivation, professional motivation, social motivation, economic motivation. 2) The results showed that there were no statistically significant differences at the significance level (α≤0.05) between the Average motives due to social and function variables type. 3) The results showed no statistically significant differences at the significance level (α≤0.05) in the scientific field motivation due to the life variable and in favor to the age group least 25-35. The results also showed a statistically significant difference at the significance level (α≤0.05) in the social motivation, economic motivation field attributed to kind of university where the employee taught and it was benefit for private universities type. The results also showed a statistically significant difference at the significance level (α≤0.05) in the social motive field attributed to full-time study and tend to favor non-full-time studies. 4) The results also showed that the stability degree to Ministry of Education at Sultanate of Oman employee enrolled in graduate programs at Omani universities came moderately degree. 5) The results showed that there were no statistically significant differences at the significance level (α≤0.05) at job stability area due to each gender age, full-time study, university type where the employee taught. 6) The results showed no statistically significant differences at the significance level (α≤0.05) in the area of job stability, due to the variable positions between teachers and administrators and it was favor to administrators. 7) There is a positive correlation and statistically significant relationship between the Ministry of Education employee enrollment motives and career stability. In light of these findings the study made a series of recommendations and proposals on study objectives. (Author’s abstract)