Abstract:
The main purpose of this research study is to investigate the relationship between
demographic factors and the job satisfaction factors such as, Ability utilization,
Achievement, Advancement, Creativity, Job security, Compensation, Social status,
School policies & practices, Working conditions and Moral values of government
school teachers working at Kalmunai Zone, Ampara district in Sri Lanka. The job
satisfactions of government school teachers were analyzed with demographic factors:
Gender, Ethnicity, Age, Civil Status, Educational qualifications and Years of
Experience. 12 government schools were selected randomly from Kalmunai
educational zone. This study comprised 64 government schools in Kalmunai zone in
Ampara district Sri Lanka. Twelve Schools were randomly selected as sample to
achieve the goal of this research study. There are 635 government school teachers of
which 271 males and 364 female teachers working in the selected schools. Out of 635
teachers 170 (27%) teachers were randomly selected from twelve schools to collect
data for this research of which 73 male and 97 female teachers and also equal number
of educational qualification (G.C.E. (A/L), Diploma & Degree) teachers are in the
sample. Statistical tests: Reliability Analysis, Principal Component Analysis, t-Test and
One-Way ANOVA were used to analyze the data. The results of this study indicated
that the Gender and Civil status do not have significant impact on job satisfaction. This
means male & female teachers and unmarried and married teachers have same level of
job satisfaction. Ethnicity has significant impact on job satisfaction. Hence, Tamil
teachers have more job satisfaction than Muslim teachers with their job. Age and Years
of experiences do not have significant impact on job satisfaction. That is each level of
age as well as each level of years of experiences have same level of job satisfaction.
Whereas Educational qualifications have significant impact on job satisfaction that is
Degree level teachers have more job satisfaction than the G.C.E. (A/L) and Diploma
qualification teachers.
