This empirical study compared the organizational identification and professional identity of teachers in charter and regular public schools. The purpose of study was three-fold; the first was to investigate whether charter school teachers differ from their regular public school peers in the study variables (i.e. self-efficacy, perceived organizational support, collective efficacy, organizational identification, professional identity, teacher retention, occupational commitment, and organizational commitment). The next aim was to examine whether teachers' self-efficacy, collective efficacy, and perceived organizational support influence teachers' organizational identification and professional identity in both regular public and charter schools. Finally, this study also explored whether teachers' organizational identification and professional identity influence teachers' organizational commitment, occupational commitment, and teacher retention in both regular public and charter schools. The participants were the teachers who work in matched charter schools and regular public schools in two southern states: Arkansas and Texas. In total, 1,000 participants (694 regular public school teachers and 306 charter school teachers) have completed the initial online survey which included the short versions of previously validated scales for the measurements of study variables. To effectively compare charter and regular public schools, two matching criteria were considered for sampling: socioeconomic status (SES) and minority percentage. To capture the SES, the schools which have a poverty rate and a minority percentage over 40% were included in the data analysis. Therefore, 473 usable survey results were included out of 1,000 in the data analysis to have fair comparison of charter and regular public schools. The sub-samples included comparable sizes of 255 public school teachers and 218 charter school teachers. Determinants and outcomes of teachers' professional identity and organizational identification presented similarities and differences in charter and regular public schools. Some of the main findings of the study included the following: Public school teachers had significantly higher organizational identification scores than charter school teachers; but they did not significantly differ from their charter school counterparts in terms of the other study variables. Perceived organizational support positively predicted professional identity, organizational commitment, teacher retention, and occupational commitment in both regular public school and charter school samples. On the other hand, perceived organizational support positively predicted organizational identification in charter school sample but not in regular public school sample. Collective efficacy positively predicted organizational identification and organizational commitment only in regular public school sample. Self-efficacy positively predicted occupational commitment in both samples. On the other hand, self-efficacy positively predicted professional identity only in the charter school sample, but teacher retention only in regular public school sample. Organizational identification positively predicted organizational commitment in only regular public schools. Professional identity positively predicted occupational commitment and teacher retention in both samples. Conclusions were reached and recommendations for research, policy, and practice were offered. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]