The purpose of the current study was to comparatively analyze the determinants and outcomes of teachers' psychological contract fulfillment in charter and regular public schools. Guided by the relevant literature, teachers' trust in their principals, teachers' obligations, and principals' obligations were the determinants of psychological contract fulfillment. The outcome variables were teachers' extra role behaviors and teachers' in-role job performance. Principal's authentic leadership was involved as the moderating variable between psychological contract fulfillment and outcome variables. The participants were the teachers and principals who worked at charter schools and regular public schools in central Arkansas. In total, 198 participants (85 regular public school teachers, 15 public school principals, 87 charter school teachers, and 10 charter school principals) have completed the online survey, which included the short versions of previously validated scales for the study variables. Repeated-measures of multivariate analysis of variance (MANOVA), bootstrapping, and structural equation modeling, and multi-group procedures were conducted for the analyses of data to answer the research questions. The findings of the study showed charter schools did not differ from regular public schools in most of the study variables. Independent t-test procedures revealed that only teacher ratings of their extra-role behaviors differed significantly across the school type. For the determinants, trust in principal, teacher obligations, and principal obligations did not significantly predict teachers' psychological contract fulfillment in regular public schools. Only principal obligations was the significant predictor of teachers' psychological contract fulfillment in charter schools. In regards to the outcomes, psychological contract fulfillment significantly predicted extra role behavior and in-role job performance in charter schools but not in regular public schools. Principals' authentic leadership significantly moderated the relationships between psychological contract fulfillment and outcome variables (i.e. extra-role behaviors and in-role job performance) in charter schools; but, not in regular public schools. Conclusions were made in the light of study finding. Implications for research, policy, and practice were also discussed; and, recommendations 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.]