Relationship between Teachers’ Appointment Types, and Job Satisfaction in Sri Lanka

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.

Relationship, teachers, Appointment types

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