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This study pursued to examine the motives and content of psychological contract among teacher educators participating in university-school partnerships. This case study adopted a mixed methodology. The data was collected from 61 respondents through questionnaires and interviews. While the quantitative data were analyzed by SPSS, the qualitative data were analyzed by content interpretation. The findings revealed that teacher educators’ psychological contracts were mostly instigated by the need to improve theory and practice about teaching process. Also, teacher-educators perceived more fulfillments on socio-emotional aspect than transactional one indicating conducive social than economic environment in the partnership. The study recommends more collective longitudinal studies involving all key agents in order to provide full comprehension of psychological contract in university-school partnership contexts

UNDERSTANDING TEACHER-EDUCATORS' PSYCHOLOGICAL CONTRACT IN UNIVERSITY-SCHOOL PARTNERSHIPS IN CHINA