The purpose of this study is to compare the relationship between job satisfaction and job involvement of teachers with urban-rural discrepancy, as well as to include it into moderator for investigation according to organizational climate theory. Therefore, this case study involves teachers from cities (N=354) and countries (N=446), and requested them to complete the questionnaire on cities or countries, job satisfaction, job involvement, and organizational climate. In the end, the research results showed that, the job satisfaction, job involvement, and organizational climate of teachers in rural areas are higher than those of those in urban areas. The multi-group structural equation model (SEM) analysis found that: in this research structural model, there was indeed a significant difference in teaching involvement between teachers working in schools in urban areas and those working in schools in rural areas. In addition, organizational climate of both schools in rural areas and those in urban areas have a positive effect on teachers' job satisfaction and job involvement. Moreover, under the interaction between high organizational climate and job satisfaction, teachers' job involvement will be improved. The research results verified the influence of school urban-rural discrepancy on teachers, and further proved the argument about influence on students' educational achievement.