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We examine whether working conditions in charter schools and traditional public schools lead to different levels of job satisfaction among teachers. We distinguish among charter schools managed by for-profit education management organizations (EMOs) and non-profit charter management organizations (CMOs) and stand-alone charter schools. We investigate our research question using data from the School and Staffing Survey. We find that teachers in charter schools are less satisfied with their jobs than teachers in traditional public schools. We also find that teachers in EMO-managed schools appear less satisfied than those in stand-alone charter schools. Our analyses suggest that lower salaries and limited union memberships help drive these lower levels of satisfaction, particularly among stand-alone charter schools and charter schools managed by EMOs. [ABSTRACT FROM AUTHOR]

The theory of organizational justice has been supported by numerous empirical studies in the private sector. Although public administration scholars have investigated the fairness issue in pay and promotions, the main focus was confined to specific groups such as females and racial minorities. This research seeks to fill the gap by providing some generalizable findings. We investigate the justice issue by considering both individual- and organizational-level factors. By employing hierarchical linear modeling (HLM), the research examines whether the three dimensions of organizational justice—distributive, procedural, and informational justice—and several organizational-level factors affect four outcomes, including expectancy for career development, employee satisfaction, loyalty to senior leadership, and cooperation. The analysis confirms that the three dimensions of organizational justice are substantially associated with those employee attitudes, although organizational-level factors have little impact on them. [ABSTRACT FROM AUTHOR]