The purpose of this research is to understand the relationship among school conditions, teacher job satisfaction, intention to stay, and school type (charter versus traditional public schools) and to determine if school conditions, and thereby job satisfaction, influences teachers' intention to stay in the field. Understanding this is critical to addressing teacher shortages from a policy and practical perspective. Data was collected from 275 teachers in four Florida counties, with comparable samples of charter and traditional public schools, through an online Qualtrics survey and all survey responses remained anonymous. Data was analyzed using descriptive statistics and independent samples t-test, multiple regression and multiple logistic regression analysis, and ANOVA to determine if significant relationships exist. The findings noted that of eight school conditions, six of those conditions were scored higher by charter school teachers, with one not significant and another higher by traditional public school teachers. None of the school conditions predicted a teacher's intention to stay in the field and only three (salary, high-stakes testing, and student behavior) significantly related to teacher job satisfaction. Of those three, only high-stakes testing and student behavior showed a statistically significant difference when accounting for the type of school. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]