Enrollment in online schools (OS) has increased significantly in recent years. Due to advancements in technology, OS are able to provide education entirely online to K–12 students. Despite their growth, there has been little research on the working environments of OS. This paper explores teacher perceptions about working conditions in OS. We use data from the 2015 to 2016 National Teacher and Principal Survey (NTPS) to estimate multi-level models using HLM to determine the effects of the online environment. We find that teachers working in OS are less satisfied with their levels of classroom control; however, they report higher levels of administrative support and collegiality.
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