iarjelIARJELIARJEL2708-5120https://doi.org/10.47310/iajel.2021.v02i01.018An Examination of Job Satisfaction among Graduate Teachers in Secondary Schools in Sri LankaW.A.M.G.P.K.WanasingheW.M.S.WanasinghePulathisipura National College of Education, PolonnaruwaDepartmet of Secondary and Tertiary Education, Faculty of Education, The Open University, NawalaThe teacher has a great responsibility in stabilizing students’ national goals and common skills. In order to carry out this procedure, they should have a sound knowledge of the syllabus and the teaching and learning process. It is also mandatory to seek the support and the guidance of the relevant educational authorities. The results of a teacher’s level of job satisfaction is directly interrelated with the quality and productivity of the job and is responsible for the organizational and emotional feelings of a teacher which in turn leads to a worker-friendly atmosphere. The objective of this study was to examine the levels of job satisfaction among graduate teachers working in the secondary schools in the North Central Province. Seven hundred secondary school graduate teachers were selected from both Anuradhapura and Polonnaruwa districts as the sample of the research. While the random sampling method was used to select the sample, a questionnaire was used as a tool to collect data. SPSS 21 version has been used to analyze the collected data. The mean score of ten variables were calculated and t-tests were also applied in the comparison of job satisfaction according to the gender and school type. One Way ANOVA was applied to compare job satisfaction according to period of service experience and the type of first degree qualification. Research findings showed that the secondary school teachers were slightly satisfied with student relationships and their promotions but not satisfied on salary. There was a significant difference in job satisfaction between the national school and provincial school graduate teachers. No significant difference was found between male and female teachers relevant to job satisfaction. Further there was also no difference in job satisfaction between 1C school and 1AB school graduate teachers. There was a significant difference in levels of job satisfaction between the period of service experience and the degree programme they had followed: Education, Aesthetic, Art, Commerce, Science and Mathematics. Finally, it can be concluded that it is important to implement measures to increase the levels of job satisfaction among graduate teachers by the relevant authorities to reap a maximum harvest from education as expected by the government, educational administrators and principals.