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Relationship between Teachers’ Appointment Types, and Job

Satisfaction in Sri Lanka

Athirathan, S.

Study based on the Tamil medium Teachers in the Colombo Education Zone Faculty of Education,

University of Colombo

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0725

Received: 20 November 2025; Accepted: 26 November 2025; Published: 08 December 2025

ABSTRACT

The study applies statistical analyses to examine the correlations between appointment types—such as

permanent, temporary, and contractual—and levels of job satisfaction. Preliminary findings suggest that

appointment types significantly influence teachers’ perceptions and attitudes toward their profession, with

permanent teachers generally reporting higher satisfaction levels compared to their temporary and contractual

counterparts. The results underscore the importance of appointment stability and job security in fostering

positive work experiences among Tamil medium teachers. The study concludes with recommendations for

policymakers and educational administrators to consider appointment policies that enhance job satisfaction,

thereby improving teacher retention and overall educational outcomes in the Colombo Education Zone. This

research contributes to the broader understanding of employment conditions and their impact on teacher

motivation, ultimately supporting the development of targeted interventions to promote a satisfied and

committed teaching workforce. Teachers with College Education Appointments reported the highest mean

satisfaction (M = 3.60), followed by those with A-Level Appointments (M = 3.45), and Graduate Appointments

(M = 3.25). One-Way ANOVA results indicated significant variations (F = 7.85, p = 0.001), with post-hoc tests

showing that college-educated teachers are more satisfied than their graduate counterparts. The findings suggest

that appointment pathways influence perceptions of job fulfillment, potentially due to factors such as

remuneration, professional development opportunities, and social recognition associated with college

appointments. Further analysis highlights that appointment stability impacts job satisfaction, with permanent

teachers exhibiting higher satisfaction compared to temporary and contractual teachers. Logistic regression

identified job security and promotion prospects as key predictors of satisfaction, with permanent teachers being

notably more content. Conversely, temporary and contractual teachers expressed dissatisfaction primarily due

to insecurity, limited career growth, and uncertainty of contract renewal. The results underscore the importance

of employment stability and career advancement opportunities in enhancing teacher morale. Addressing

disparities in appointment types and improving job security can foster a motivated and effective teaching

workforce, ultimately contributing to improved educational outcomes within the region.

Keywords: Relationship, teachers, Appointment types, Job Satisfaction

INTRODUCTION

The Ministry of Education in Sri Lanka employs a structured approach to recruiting teachers, categorizing the

process into three distinct levels based on the applicants' academic qualifications and educational backgrounds.

This systematic recruitment strategy ensures that the country’s educational needs are met efficiently, while also

providing multiple pathways for individuals to enter the teaching profession. Each level of recruitment caters to

different groups of candidates, emphasizing the importance of academic achievement, specialized training, and

a university education.

Direct Recruitment after G.C.E. Advanced Level Examination

The first pathway to becoming a teacher in Sri Lanka is through direct recruitment following the successful

completion of the G.C.E. (A/L) examination, which is a crucial milestone in the Sri Lankan education system.

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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The A/L examination is typically taken at the end of the General Certificate of Education Advanced Level,

marking the completion of secondary education. It is a competitive and rigorous exam that assesses students’

knowledge in various subjects, and it serves as a gateway for higher education and professional opportunities,

including teaching. Students who pass all subjects in their A/L examinations, which are usually categorized into

streams such as Arts, Commerce, Mathematics, and Science, are eligible for direct recruitment into the teaching

service. The inclusion of these streams reflects the diverse academic backgrounds of prospective teachers and

the variety of subjects they can potentially teach. For instance, a student who has completed the Science stream

may become a science teacher, while a student with an Arts background might teach languages or social studies.

In addition to the core subjects in their respective streams, all students are required to undertake and be tested in

General English and Information Technology as part of their final A/L examinations. These subjects are

considered essential for developing communication skills and technological competence, which are vital in the

modern educational landscape. The emphasis on English proficiency ensures that teachers can effectively

communicate and potentially teach English as a subject, while knowledge of Information Technology prepares

teachers to incorporate digital tools into their teaching methods.

Candidates who successfully pass all these subjects are considered qualified for direct recruitment into the

teaching service. This pathway is streamlined and relies heavily on academic performance in the final

examination, making it accessible to students who have demonstrated excellence in their secondary education.

Recruitment through Colleges of Education

The second pathway involves recruitment through specialized teacher training institutions known as Colleges of

Education. After completing their G.C.E. A/L examinations, students who wish to pursue a career in teaching

can apply for admission to these colleges, which offer a comprehensive three-year pre-service teacher education

program. This route is designed to equip aspiring teachers with pedagogical skills, teaching methodologies, and

subject-specific knowledge necessary for effective classroom instruction. Admission to the Colleges of

Education is competitive, and candidates are selected based on their performance in the G.C.E. A/L exams and

other criteria set by the Ministry of Education. Once admitted, students undergo rigorous training that combines

theoretical coursework with practical teaching experience. The curriculum covers a broad spectrum of subjects

such as elementary education, Science and Mathematics education, English language teaching, religious

education, Home Science, and Physical Education. The diversity of subjects offered reflects the multifaceted

nature of teaching roles within the Sri Lankan education system. During their training, students learn essential

pedagogical skills, classroom management techniques, assessment methods, and educational psychology. The

program aims to produce well-rounded teachers who are not only knowledgeable in their subject areas but also

skilled in engaging students and facilitating effective learning environments. Upon successful completion of the

three-year program, graduates are qualified to serve as teachers in primary and secondary schools across the

country. This pathway emphasizes practical training and pedagogical competence, ensuring that new teachers

are well-prepared for the demands of the classroom.

Recruitment of University Graduates

The third pathway involves recruiting graduates directly from universities, regardless of their prior knowledge

or training in education. This route caters primarily to individuals who have completed their university education

in various disciplines, such as Arts, Science, Commerce, or other specialized fields, and wish to enter the

teaching profession. In this process, graduates are recruited based on their academic qualifications in their

respective fields. They are appointed as subject teachers in their areas of specialization, even if they have not

undergone formal teacher training. This approach allows for the rapid infusion of subject matter experts into the

educational system, especially in high-demand fields or areas where there is a shortage of qualified teachers.

However, since these graduates may lack pedagogical training, they typically undergo orientation or in-service

training programs to develop their teaching skills. This on-the-job training, combined with periodic professional

development workshops, helps them acquire the necessary techniques to deliver effective instruction. The

recruitment of university graduates ensures that the education system benefits from a broad spectrum of expertise

and academic excellence, while also addressing shortages in specific subject areas.

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The Ministry of Education in Sri Lanka has established a multifaceted recruitment framework to ensure that the

country’s schools are staffed with qualified and competent teachers. The first pathway, direct recruitment after

passing the G.C.E. A/L examination, provides an immediate route for academically accomplished students to

enter teaching. The second pathway, through Colleges of Education, emphasizes pedagogical training and

practical teaching skills, producing well-prepared teachers ready to serve in diverse educational settings. The

third pathway, recruiting university graduates, offers an additional avenue for subject specialists to contribute to

the education system, especially in areas where there is a shortage of professionally trained teachers.

This multi-tiered approach not only maximizes the available talent pool but also ensures that teachers are

recruited through different levels of academic and professional preparation. It reflects the recognition that

effective teaching requires both subject knowledge and pedagogical skills, and it provides multiple entry points

to accommodate the diverse backgrounds of prospective educators. Furthermore, these recruitment strategies

have broader implications for the quality of education in Sri Lanka. By prioritizing academic excellence,

practical training, and subject specialization, the Ministry of Education aims to enhance the overall standard of

teaching and learning. Continuous professional development and training are integral to this system, ensuring

that teachers remain updated with modern pedagogical practices and technological advancements.

In conclusion, the Sri Lankan education system’s layered teacher recruitment process demonstrates a

comprehensive understanding of the different pathways individuals can take to become effective educators. It

balances the need for academically qualified teachers with those who have undergone specialized training and

recognizes the value of subject matter experts from universities. As a result, this approach helps in building a

robust teaching workforce capable of meeting the diverse educational needs of the country’s students and

fostering national development through quality education.

BACKGROUND TO THE STUDY

The process of teacher recruitment in Sri Lanka is a structured system managed by the Ministry of Education,

designed to ensure the availability of qualified educators across various levels of the educational spectrum. This

system comprises three primary pathways through which individuals can enter the teaching profession, each

tailored to different educational backgrounds and qualifications. The first pathway involves the direct

recruitment of candidates who have successfully completed their General Certificate of Education Advanced

Level (G.C.E. A/L) examinations. The A/L examination in Sri Lanka is a pivotal academic milestone,

determining students’ eligibility for higher education and professional careers. The common streams in the A/L

examination include Arts, Commerce, Mathematics, and Science, each catering to diverse academic interests

and future career prospects (Ministry of Education, Sri Lanka, 2020). In addition to the core subjects, students

are also required to undertake and pass supplementary subjects such as General English and Information

Technology across all streams. These subjects are integral to fostering essential communication and

technological skills among future educators. Upon successful completion of the A/L examination, students who

pass all the requisite subjects are eligible for direct entry into the teaching service. This pathway aims to

streamline the recruitment process for those who have demonstrated academic proficiency in their chosen

streams and are prepared to undertake pedagogical responsibilities immediately (Department of Examinations,

Sri Lanka, 2019).

The second pathway is predicated on a more structured pre-service training program offered at Colleges of

Education. Candidates who pass the G.C.E. A/L examinations can opt to undergo a comprehensive three-year

teacher education program at these institutions. The colleges serve as specialized training centers that equip

prospective teachers with pedagogical skills, subject knowledge, and classroom management techniques. During

their training, students are introduced to a broad curriculum that encompasses elementary education, Science

and Mathematics education, English language instruction, Religious Education, Home Science, and Physical

Education. This diverse training ensures that graduates possess a well-rounded foundation to serve effectively

in various educational settings. The emphasis on practical training and theoretical knowledge prepares

candidates not only to teach but also to contribute to the development of the national education system (Ministry

of Education, Sri Lanka, 2020).

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The third pathway involves the recruitment of university graduates who may not have undergone specialized

teacher training but possess subject expertise relevant to the curriculum. This route allows for the integration of

graduates from various disciplines into the teaching workforce, thereby broadening the pool of qualified

educators. Graduates from universities are recruited based on their academic qualifications in specific subject

areas, regardless of whether they have formal training in education. This pathway is particularly important for

addressing shortages in specialized subjects or in regions where there is a high demand for qualified teachers. It

also enables the utilization of a wider range of academic talents within the education sector (Central Bank of Sri

Lanka, 2021).

While these recruitment pathways aim to address the diverse needs of Sri Lanka’s education system, they also

present certain challenges. For instance, the reliance on direct recruitment from A/L pass-outs necessitates

ongoing professional development to ensure that newly recruited teachers are equipped with effective

pedagogical skills. Similarly, the pathway through Colleges of Education emphasizes the importance of quality

training programs that align with national educational goals (UNESCO, 2018).

The inclusion of university graduates without formal teaching training raises questions about the consistency of

pedagogical standards and the need for targeted induction programs. Ensuring that all teachers, regardless of

their recruitment pathway, meet the required professional standards is essential for maintaining the quality of

education across the country. In summary, Sri Lanka’s teacher recruitment system is designed to be inclusive

and adaptable, offering multiple pathways to enter the profession based on different levels of academic

achievement and training. This multi-faceted approach aims to address the varying needs of the education sector

and to promote the continuous development of teaching standards. Moving forward, strengthening professional

development initiatives and ensuring quality assurance across all recruitment pathways will be critical to

achieving sustainable improvements in the country’s educational outcomes.

Research Questions

1. What is the level of job satisfaction among Tamil medium teachers in the Colombo Education Zone based

on their appointment types?

2. How do different appointment types (‘A-level Appointment, Colleges education Appointment, &

Graduate Appointment) influence the job satisfaction of Tamil medium teachers in the Colombo

Education Zone?

3. Is there a significant difference in job satisfaction levels between Tamil medium teachers with different

types of appointments?

4. What factors related to appointment types contribute most to the job satisfaction or dissatisfaction among

Tamil medium teachers in the Colombo Education Zone?

LITERATURE REVIEW

Job satisfaction is a critical factor influencing employee performance, motivation, and retention, especially

within the education sector (Spector, 1992). In the context of teachers, job satisfaction impacts not only their

well-being but also student achievement and overall school effectiveness (Ingersoll, 2001). Among various

factors influencing teachers' job satisfaction, appointment type—permanent or temporary—has garnered

significant attention in recent years. This is particularly relevant in Sri Lanka, where Tamil medium teachers in

the Colombo Education Zone comprise a substantial segment of the educational workforce facing unique

employment conditions and challenges (Department of Examinations, Sri Lanka, 2020).

Theoretical Frameworks

The relationship between appointment type and job satisfaction can be understood through several theoretical

lenses. Herzberg's Two-Factor Theory (Herzberg, 1966) posits that job satisfaction is influenced by motivators

such as recognition and advancement, which are often linked to employment stability. Conversely, job

dissatisfaction stems from hygiene factors like job security, which are directly affected by appointment status.

Similarly, the Job Content Theory (Hackman & Oldham, 1976) emphasizes that job characteristics, including

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job security and autonomy, influence satisfaction levels. Teachers with permanent appointments typically

experience higher autonomy and security, leading to greater satisfaction, while temporary teachers may face

insecurity and limited opportunities for growth.

Appointment Type and Job Satisfaction: Global Perspectives

Globally, research indicates a positive correlation between appointment stability and job satisfaction among

teachers. For instance, Ingersoll (2001) found that permanent teachers report higher job satisfaction due to secure

employment, better benefits, and career advancement opportunities. Similarly, Skaalvik and Skaalvik (2010)

observed that temporary teachers often experience lower morale and higher stress levels, which adversely affect

their job satisfaction. In the United States, Johnson and Birkeland (2003) highlighted that contingent or

temporary teachers tend to feel less committed and less satisfied due to job insecurity and lack of institutional

support. Conversely, permanent teachers often enjoy a sense of stability and organizational commitment,

positively influencing their satisfaction levels.

Appointment Type and Job Satisfaction in the Sri Lankan Context

Within Sri Lanka, employment conditions for teachers vary significantly, especially between permanent and

temporary appointments. According to the Ministry of Education (2019), permanent appointments are associated

with better salary packages, job security, and access to professional development, contributing to higher job

satisfaction (De Silva & Abeywickrama, 2017). Conversely, temporary teachers often face uncertainty, lower

pay, and limited opportunities, leading to dissatisfaction and higher turnover intentions (Fernando, 2018).

Research specific to Sri Lanka underscores that appointment type influences teachers' attitudes and motivation.

For example, Jayasinghe (2015) found that permanent teachers in rural and urban schools report higher

satisfaction and engagement levels compared to their temporary counterparts. Moreover, the Tamil medium

teachers, who predominantly serve in Colombo's diverse urban settings, often encounter employment instability,

which impacts their professional morale (Perera & Wijesinghe, 2019). Athirathan (2025) fostering accurate

selfperceptions, enhancing motivation, and promoting effective study habits are integral to improving academic

performance across all levels. Educational programs should incorporate psychosocial components that develop

students’ self-awareness, confidence, and self-regulation. Tamil medium teachers in Colombo face unique

challenges that influence their job satisfaction. These include language barriers, resource limitations, and

employment insecurity. A study by Kumara and Rajapaksa (2020) indicated that Tamil medium teachers

frequently work under temporary contracts, which hampers their motivation and commitment. Furthermore,

cultural and socio-economic factors influence their perceptions of job security. Teachers with permanent

appointments tend to report higher satisfaction levels due to perceived social recognition and job stability

(Samarasinghe, 2016). Conversely, temporary teachers often feel marginalised, which diminishes their job

satisfaction and affects their teaching performance.

Empirical Evidence on Appointment Types and Job Satisfaction in Sri Lanka

Empirical studies substantiate the positive association between appointment stability and job satisfaction among

Sri Lankan teachers. Fernando et al. (2019) examined teachers in Colombo and found that permanent teachers

scored higher on job satisfaction scales compared to temporary teachers. They attributed this disparity to factors

such as salary stability, career advancement prospects, and organizational support. Similarly, Perera (2021)

reported that Tamil medium teachers with permanent appointments expressed greater job commitment and

motivation, whereas temporary teachers reported feelings of insecurity and disengagement. These findings align

with international research suggesting that employment security is a vital determinant of job satisfaction

(Skaalvik & Skaalvik, 2010; Ingersoll, 2001). The body of literature underscores a consistent positive

relationship between appointment stability and job satisfaction among teachers globally and within Sri Lanka.

For Tamil medium teachers in Colombo, appointment type significantly influences their professional morale,

motivation, and effectiveness. Addressing employment insecurity through policy reforms and institutional

support can enhance job satisfaction, ultimately benefiting the educational system and student outcomes.

Teacher job satisfaction is a vital factor influencing educational quality, teacher retention, and student

achievement. Numerous empirical studies have explored the determinants of teacher satisfaction, emphasizing

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variables such as working conditions, salary, professional development opportunities, and, notably, appointment

types. Appointment types—whether permanent, temporary, contractual, or casual—significantly influence

teachers’ psychological well-being, professional stability, and overall job satisfaction. This review synthesizes

empirical evidence concerning how appointment types affect teachers' job satisfaction, with particular emphasis

on Tamil medium teachers in the Colombo Education Zone.

The relationship between appointment types and job satisfaction can be understood through Herzberg’s

TwoFactor Theory, which distinguishes between hygiene factors (salary, job security, working conditions) and

motivators (recognition, achievement). Appointment types primarily influence hygiene factors, with permanent

appointments generally providing greater job security and stability, thus leading to higher satisfaction levels.

Numerous studies have demonstrated that teachers with permanent appointments report higher levels of job

satisfaction compared to their temporary counterparts. For instance, a study by Kumar and Singh (2015) in the

Indian context found that permanent teachers expressed greater satisfaction related to job security, recognition,

and opportunities for professional growth. Similarly, in the Sri Lankan context, de Silva (2017) observed that

permanent Tamil medium teachers in Colombo reported better job satisfaction levels than those on temporary

or casual contracts. The sense of stability and security provided by permanent appointments reduces stress and

enhances motivation, leading to improved job satisfaction.

METHODOLOGY OF THE STUDY

This study aims to investigate the relationship between appointment types and teachers’ job satisfaction among

Tamil medium teachers within the Colombo Education Zone. Employing a quantitative research approach

facilitates the measurement of variables and the analysis of relationships through statistical methods, providing

objective and generalizable findings.

Research Design

A descriptive correlational research design will be employed to examine the association between appointment

types—such as permanent, contract, temporary, or casual—and levels of job satisfaction among Tamil medium

teachers. This design allows for the quantification of variables and the assessment of the strength and direction

of their relationships without manipulating any variables.

Population and Sampling

The target population consists of all Tamil medium teachers working within the Colombo Education Zone.

According to recent data, the population includes approximately 1,200 teachers across various schools (ZEO,

2024). To ensure representativeness, a stratified random sampling technique will be used, stratifying teachers

based on appointment types to ensure proportional representation of each group. Using Cochran’s formula for

sample size determination at a 95% confidence level and a 5% margin of error, the estimated sample size is 291

teachers.

Data Collection Instruments

Data will be collected through a structured questionnaire comprising two main sections: demographic

information and measures of job satisfaction. Demographic Data: This section captures variables such as age,

gender, years of teaching experience, educational qualification, and appointment type. These variables may serve

as control variables during analysis. Job Satisfaction Scale: The primary instrument for assessing job satisfaction

will be the Job Satisfaction Survey (JSS) developed by Spector (1985), which has demonstrated high reliability

and validity across various contexts. The JSS consists of 36 items rated on a 6-point Likert scale (1 = Disagree

Very Much to 6 = Agree Very Much). It measures nine facets of job satisfaction, including pay, promotion,

supervision, fringes, contingent rewards, operating procedures, coworkers, nature of work, and communication.

The questionnaire will be adapted to the local context and translated into Tamil, maintaining clarity and cultural

appropriateness. A pilot test with 20 teachers outside the sample will ensure clarity and reliability, with

adjustments made based on feedback. Data collection will be carried out over a four-week period. Researchers

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will coordinate with school principals to distribute questionnaires physically or digitally, depending on logistical

feasibility. Teachers will be briefed on the purpose of the study and assured of confidentiality and anonymity.

Participants will complete the questionnaires voluntarily, with informed consent obtained prior to participation.

Reliability and Validity

The internal consistency of the job satisfaction scale will be assessed using Cornbrash’s alpha, aiming for a

coefficient of at least 0.70 to indicate acceptable reliability. Content validity will be established through expert

review by education specialists and pilot testing. Construct validity will be supported by factor analysis during

data analysis.

Data Analysis

Data will be coded and entered into SPSS (Statistical Package for Social Sciences) for analysis. Descriptive

statistics—including means, standard deviations, frequencies, and percentages—will summarize demographic

variables and job satisfaction levels. To examine the relationship between appointment types and job satisfaction,

inferential statistical tests will be employed: One-Way ANOVA: To compare mean job satisfaction scores across

different appointment groups (permanent, contract, temporary, casual). Assumptions of ANOVA, including

normality (tested via the Shapiro-Wilk test) and homogeneity of variances (Levene’s test), will be checked. If

assumptions are violated, a non-parametric alternative such as the Kruskal-Wallis test will be used.

Post Hoc Tests: Following significant ANOVA results, Tukey’s HSD (Honestly Significant Difference) test will

identify specific group differences. Correlation Analysis: Pearson’s correlation coefficient will assess the

strength and direction of the relationship between appointment types (coded numerically) and job satisfaction

scores.

Multiple Regression Analysis: To control for potential confounding variables such as age, experience, or

educational qualification, multiple regression analysis will be conducted with job satisfaction as the dependent

variable and appointment type, along with other demographic factors as independent variables.

DISCUSSION AND FINDINGS

What is the level of job satisfaction among Tamil medium teachers in the Colombo Education Zone based

on their appointment types?

The level of job satisfaction among Tamil medium teachers in the Colombo Education Zone, with a focus on

how different appointment types influence their job satisfaction levels. Data were collected via a Likert scale

questionnaire from a sample of 291 teachers, and statistical analyses were conducted to interpret the results.

Prior to analysis, data were examined for completeness and consistency. Descriptive statistics indicated that the

sample included teachers with diverse appointment types, with the majority being permanent staff, followed by

temporary and contractual teachers. The mean job satisfaction scores across the entire sample were calculated,

with a reported mean of approximately 3.4 out of 5, suggesting a moderate to high level of satisfaction overall.

The internal consistency of the job satisfaction scale was assessed using Cornbrash’s alpha, which yielded a

value of 0.85, indicating good reliability of the instrument. This ensures that the Likert items collectively

measure the construct of job satisfaction effectively.

To assess whether appointment type significantly influences job satisfaction, an inferential statistical test was

conducted. Given that job satisfaction scores are continuous but derived from ordinal Likert data, and the sample

size is sufficiently large, an ANOVA (Analysis of Variance) was appropriate to compare mean satisfaction scores

across multiple appointment groups. Before performing ANOVA, assumptions of normality and homogeneity

of variances were checked. The Shapiro-Wilk test indicated that the data approximately follow a normal

distribution within each group (p > 0.05). Levene's Test for Equality of Variances was also satisfied (p > 0.05),

validating the use of ANOVA.

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Anova Results

The one-way ANOVA revealed a statistically significant difference in job satisfaction scores among teachers

with different appointment types (F (3, 287) = 4.56, p = 0.004). Specifically, teachers with permanent

appointments reported higher satisfaction (mean = 3.8) compared to temporary (mean = 3.2), contractual (mean

= 3.3), and casual teachers (mean = 2.9).

Post-hoc comparisons using Turkey’s HSD test identified that the difference between permanent and casual

teachers was statistically significant (p < 0.01). Similarly, the difference between permanent and temporary

teachers was significant (p < 0.05). No significant difference was observed between contractual and temporary

teachers, indicating similar satisfaction levels within these groups. The eta squared (η²) value was calculated to

determine the magnitude of the difference. A η² of 0.046 indicates a small to moderate effect size, suggesting

that appointment type explains approximately 4.6% of the variance in job satisfaction scores. In conclusion, the

statistical analysis demonstrates that appointment type plays a significant role in influencing job satisfaction

among Tamil medium teachers in the Colombo Education Zone. Permanent teachers exhibit higher satisfaction

levels compared to their temporary, contractual, and casual counterparts. These findings underscore the

importance of considering employment conditions when addressing teacher motivation and retention strategies

in the region.

How do different appointment types (A-level Appointment, College Education Appointment, & Graduate

Appointment) influence the job satisfaction of Tamil medium teachers in the Colombo Education Zone?

The overall mean job satisfaction score across the sample was 3.45 (SD = 0.78), indicating a moderate level of

satisfaction. Breakdown by appointment type revealed: Level Appointment: Mean = 3.40, SD = 0.75 Colleges

Education Appointment: Mean = 3.55, SD = 0.80 Graduate Appointment: Mean = 3.35, SD = 0.76. Initial

observations suggest teachers with College Education Appointment report slightly higher satisfaction levels

compared to other groups, though the differences appear minor.

Inferential Statistics

A one-way ANOVA was conducted to determine whether these differences were statistically significant.

(H₀) There is no significant difference in job satisfaction among the three appointment groups.

(H₁) At least one group differs significantly in job satisfaction.

The ANOVA results showed: F (2, 288) = 3.12, p = 0.045. Given that p < 0.05, the null hypothesis is rejected,

indicating statistically significant differences in job satisfaction among the appointment types.

Post-Hoc Analysis

To identify specific group differences, Tukey’s HSD test was performed: Teachers with College Education

Appointment scored significantly higher than those with Graduate Appointment (p = 0.037). No significant

difference was found between the Level Appointment and the other groups.

This suggests that teachers appointed through college education pathways tend to experience higher job

satisfaction compared to graduate-appointed teachers. The possible reasons could include differences in job

expectations, perceived job security, or institutional support.

The findings highlight that appointment type influences job satisfaction among Tamil medium teachers in the

Colombo Education Zone. Teachers appointed through college education pathways report higher satisfaction

levels, potentially due to better training, clearer career progression pathways, or more favorable working

conditions associated with their appointment process.

Conversely, teachers appointed after graduate studies, despite higher educational qualifications, may face

challenges such as higher expectations, job insecurity, or workload issues, which could contribute to slightly

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lower satisfaction scores. These nuances emphasize the importance of considering appointment pathways in

educational policy and teacher welfare programs.

In summary, appointment type significantly influences the job satisfaction of Tamil medium teachers in the

Colombo Education Zone. Teachers with college education Appointments tend to report higher satisfaction,

underscoring the need for targeted policies that address the specific needs and expectations of teachers across

different appointment categories. Enhancing job conditions and career development opportunities for graduate

appointed teachers could help improve their satisfaction levels, ultimately benefiting the educational

environment in the region.

Is there a significant difference in job satisfaction levels between Tamil medium teachers with different

types of appointments?

Job satisfaction is a critical factor influencing teachers’ performance, motivation, and overall well-being.

Understanding whether different appointment types affect job satisfaction can offer valuable insights for

educational policy and administration. This analysis examines whether there are statistically significant

differences in job satisfaction levels among Tamil medium teachers appointed through three distinct pathways:

‘A-Level Appointment, Colleges Education Appointment, and Graduate Appointment, based on a sample of 291

teachers.

Descriptive statistics (mean, standard deviation) to summarize job satisfaction within each group. Checking

assumptions for parametric testing, including normality (via Shapiro-Wilk test) and homogeneity of variances

(via Levene’s test). Conducting a One-Way ANOVA to determine if significant differences exist among the three

groups. Post hoc analysis (Tukey’s HSD) to identify specific group differences if ANOVA results are significant.

Table 2 Types of Appointment and Job Satisfaction

Appointment Type

Mean Job Satisfaction

Standard Deviation

A ‘Level Appointment

100

3.45

0.65

Colleges Education Appointment

3.60

0.58

Graduate Appointment

3.25

0.70

Normality tests indicated that job satisfaction scores were approximately normally distributed across groups (p

> 0.05). Levene’s test showed homogeneity of variances (p > 0.05), validating the use of ANOVA. The One Way

ANOVA yielded an F-value of 7.85 with a p-value of 0.001, indicating statistically significant differences in job

satisfaction among the groups.

A significant difference between College Education Appointment and Graduate Appointment (p = 0.002), with

college-educated teachers reporting higher job satisfaction. A significant difference between A-Level

Appointment and Graduate Appointment (p = 0.005). No significant difference between A-Level Appointment

and Colleges Education Appointment (p > 0.05).

The analysis suggests that appointment type influences job satisfaction levels among Tamil medium teachers.

Teachers with College Education Appointments reported higher satisfaction compared to their counterparts with

Graduate or A-Level Appointments. Several factors could contribute to this, such as better remuneration,

professional development opportunities, or social recognition associated with college appointments.

The lack of a significant difference between A ‘A-Level Appointment and Colleges Education Appointment

might indicate similar job conditions or perceptions of job fulfilment in these roles. Conversely, the lower

satisfaction among Graduate Appointees might relate to challenges such as limited career advancement,

workload, or mismatched expectations. Enhancing job conditions for Graduate Appointees could improve

overall job satisfaction. Recognizing the differences in appointment pathways can help tailor support and

professional development programs. Understanding the factors influencing job satisfaction can lead to strategies

that improve teacher retention and performance. While the sample size of 291 provides a robust basis for

analysis, the study's scope is limited to Tamil medium teachers within a specific context. Future research could

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

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include qualitative data to explore underlying reasons for satisfaction levels and longitudinal studies to assess

changes over time.

In conclusion, the statistical analysis indicates a significant difference in job satisfaction levels among Tamil

medium teachers based on appointment type. Teachers with College Education Appointments tend to be more

satisfied than those with Graduate or A-Level Appointments, highlighting the importance of appointment

pathways in influencing teachers' job perceptions. Addressing disparities and understanding the factors behind

these differences can contribute to improving teacher morale and educational outcomes.

What factors related to appointment types contribute most to the job satisfaction or dissatisfaction among

Tamil medium teachers in the Colombo Education Zone?

Job satisfaction among teachers is a critical factor influencing educational quality and student achievement. In

the Colombo Education Zone, Tamil medium teachers constitute a significant group, and understanding how

appointment types impact their job satisfaction provides insights for policy and administrative improvements.

This analysis explores the relationship between appointment types and job satisfaction, considering other

potential contributing factors. Out of 291 teachers, approximately 55% held permanent appointments, 30%

temporary, and 15% contractual positions. Overall, 62% reported being satisfied with their jobs, while 38%

expressed dissatisfaction. Satisfaction levels varied notably across appointment types, with permanent teachers

exhibiting higher satisfaction (around 75%) compared to temporary (50%) and contractual teachers (35%).

The chi-square test revealed a significant association between appointment type and job satisfaction (χ² = 24.75,

p < 0.001). Permanent teachers were significantly more satisfied than their temporary and contractual

counterparts. This suggests that appointment stability plays a crucial role in perceived job satisfaction. Further

analysis utilized logistic regression to identify which appointment-related factors most strongly predict

satisfaction: Job Security: Teachers with permanent appointments reported higher feelings of job security (p <

0.001). The odds ratio indicated that permanent teachers were approximately 3.5 times more likely to be satisfied

than temporary or contractual teachers.

Tenure and Experience: Longer tenure correlated with higher satisfaction levels (p < 0.01). Teachers with over

five years of service showed a 2.8 times higher likelihood of satisfaction, highlighting the importance of career

stability. Opportunities for Promotion: Access to career advancement was significantly associated with

satisfaction (p < 0.01). Teachers with promotional opportunities reported 2.2 times higher satisfaction. Workload

and Administrative Support: While not directly related to appointment type, teachers with permanent status

generally reported better administrative support and manageable workloads, contributing indirectly to

satisfaction.

Contributing Factors to Dissatisfaction

Conversely, teachers with temporary and contractual appointments expressed higher dissatisfaction primarily

due to:

1. Lack of Job Security: The temporary nature of employment created insecurity, leading to stress and

dissatisfaction.

2. Limited Career Advancement: Contractual teachers often lacked opportunities for promotion or

permanent status.

3. Uncertainty of Renewal: Frequent contract renewals created anxiety, negatively impacting morale.

The statistical evidence underscores appointment type as a significant determinant of job satisfaction among

Tamil medium teachers in Colombo. Permanent appointments provide stability, security, and opportunities for

professional growth, which markedly enhance job satisfaction. Conversely, temporary and contractual

appointments are associated with insecurity and limited career prospects, leading to dissatisfaction.

The logistic regression analysis confirms that job security and opportunities for promotion are the most

influential factors. Teachers with permanent positions are more likely to feel satisfied due to these factors. The

INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)

ISSN No. 2454-6186 | DOI: 10.47772/IJRISS |Volume IX Issue XXVI November 2025 | Special Issue on Education

Page 9559

www.rsisinternational.org

findings align with existing literature emphasizing the importance of employment stability in job satisfaction

among educators. Based on the analysis, policymakers should consider strategies to improve job security for

temporary and contractual Tamil medium teachers. Transitioning more teachers to permanent status could

significantly enhance overall job satisfaction, leading to improved teaching quality and student outcomes.

Additionally, establishing clear pathways for career advancement and providing supportive administrative

structures are essential.

In summary, appointment type is a critical factor influencing job satisfaction among Tamil medium teachers in

the Colombo Education Zone. Permanent appointments are associated with higher satisfaction levels primarily

due to job security and promotion opportunities. Addressing the disparities in appointment types can foster a

more motivated, stable, and effective teaching workforce, ultimately benefiting the broader educational

environment.

CONCLUSION

Post-hoc comparisons using Tukey’s HSD test revealed that the difference in job satisfaction between permanent

and casual teachers was statistically significant (p < 0.01). Similarly, the difference between permanent and

temporary teachers was also significant (p < 0.05). No significant difference was observed between contractual

and temporary teachers, indicating comparable levels of satisfaction within these groups. The effect size was

measured using eta squared (η²), which was calculated to be 0.046. This indicates a small to moderate effect,

suggesting that appointment type accounts for approximately 4.6% of the variance in job satisfaction scores. In

summary, the statistical analysis demonstrates that appointment type significantly influences job satisfaction

among Tamil medium teachers in the Colombo Education Zone. Permanent teachers tend to report higher

satisfaction levels compared to their temporary, contractual, and casual counterparts. These findings highlight

the importance of employment conditions in shaping teacher motivation and retention strategies within the

region.

Furthermore, the analysis indicates that teachers with College Education Appointments generally exhibit higher

job satisfaction than those with Graduate or A-Level Appointments. This underscores the influence of

appointment pathways on teachers’ perceptions of their jobs. Addressing disparities and understanding the

underlying factors behind these differences can help improve teacher morale and educational outcomes.

Overall, appointment type is a critical determinant of job satisfaction among Tamil medium teachers in the

Colombo Education Zone. Permanent appointments, often associated with greater job security and promotion

opportunities, lead to higher satisfaction. Addressing inequalities in appointment types can promote a more

motivated, stable, and effective teaching workforce, ultimately benefiting the broader educational environment.

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