Teacher job satisfaction plays a crucial role in ensuring educational quality, institutional, effectiveness and student achievement. While previous studies have examined determinants of teacher satisfaction at national and district levels, limited research has focused on schoollevel management factors within minoritylanguage educational contexts in Sri Lanka. This study investigates the level of teacher job satisfaction in Tamil medium government schools in the Beruwala Education Division and examines the influence of human resource and physical resource management factors. A sequential explanatory mixed‑methods design was employed. Quantitative data were collected from 94 teachers across eight schools using a structured questionnaire (Cronbach’s α=.78). Descriptive statistics, one‑way ANOVA, Pearson correlation and multiple regression analyses were conducted using PSPP software. To enrich the quantitative findings, semi‑structured interviews were conducted with 16 teachers and analyzed thematically. Findings indicated that overall teacher job satisfaction was moderately high (M=3.69). One‑way ANOVA revealed significant differences among schools (p=.016). A moderate positive relationship was observed between school management factors and job satisfaction (r=.592,p<.001). The regression model explained 40% of the variance in job satisfaction (Adjusted R²=.40), with administrative support identified as the strongest predictor (β=.40,p<.001). Qualitative results highlighted participatory leadership, transparent communication, equitable delegation and adequate facilities as key contributors to teacher satisfaction. Effective administrative support and sound school management practices significantly enhance teacher job satisfaction. Strengthening leadership responsiveness and improving resource management systems may contribute to teacher well‑being and educational quality in minority‑language school settings.