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Job satisfaction of teachers working in most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka

Authors:

Muddarage Lakshmi Hemamala Sumanasena ,

WP/Co/Rajasinghe Maha Vidyalaya, LK
About Muddarage Lakshmi
Ms.Muddarage Lakshmi Hemamala Sumanasena is a Teacher in WP/CO/Rajasinghe Maha Vidyalaya in Colombo 9. She earned her Master degree in Education at the Department of Secondary & Tertiary Education of The Open University of Sri Lanka.
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Fareed Mohamed Nawastheen,

The Open University of Sri Lanka, LK
About Fareed
Dr Fareed Mohamed Nawastheen is a Senior Lecturer in the Department of Secondary & Tertiary Education at The Open University of Sri Lanka. He earned his PhD in Curriculum & Pedagogy at the National University Malaysia (UKM), Malaysia. His ongoing research activities focus on the teacher education and curriculum studies.
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Prabha Ransi Jayawardena

The Queensland University of Technology, AU
About Prabha
Dr Prabha Ransi Jayawardena is a Lecturer in the Learning and Teaching Unit at The Queensland University of Technology, Australia. She earned her PhD in Education at the University of Queensland, Australia. Her ongoing research activities focus on the promotion of self-regulated learning in face-to-face and online learning environments, the enhancement of teacher education and the development of professional learning programmes in higher education.
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Abstract

The present study was aimed at identifying the job satisfaction of teachers working in the most difficult schools in the Puttalam Education Zone, Sri Lanka. The objectives were to examine whether there is any relationship between teachers’ job satisfaction and intrinsic and extrinsic factors. A survey was carried out to identify teachers’ attitudes towards their careers. Herzberg’s Two Factor Theory was used as the theoretical framework for this study. Data was collected from 93 teachers working in the most difficult schools in the Puttalam Education Zone, through a self-developed, pre-tested questionnaire. The study sample was analysed through descriptive and inferential statistics. It was found that the majority of teachers were women and married. It is significant that more than 80% of teachers working in the most difficult schools have less than 10 years of teaching experience. There is a significant relationship between job satisfaction and intrinsic and extrinsic factors. Bi-variate analysis indicated that a sense of achievement of intrinsic factors and extrinsic factors, work conditions, pay and rewards have no significant relationship with teachers’ job satisfaction. Moreover, there is a multi-collinearity between the independent variables. The study recommends that the state should address teachers’ problems by providing them adequate teaching facilities, in-service training, promotions, accommodation and incentives, and revise transfer policies to motivate and retain teachers in the most difficult schools, to provide a long-term solution for teacher shortages in such schools in Sri Lanka.

How to Cite: Sumanasena, M.L.H., Nawastheen, F.M. and Jayawardena, P.R., 2020. Job satisfaction of teachers working in most difficult schools, with special reference to Puttalam Education Zone, Sri Lanka. Sri Lanka Journal of Social Sciences, 43(1), pp.39–52. DOI: http://doi.org/10.4038/sljss.v43i1.7934
Published on 30 Jun 2020.
Peer Reviewed

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