Abstract: The survey analyzes the current situation of motivation of university teachers’ psychological contract, and lays down the practical basis and construction direction for further research on building a comprehensive psychological contract and economic contract motivation system for university teachers. Using the “psychological contract scale for university teachers”, 183 teachers of a university were randomly selected to carry out the survey. Descriptive statistical analysis of the psychological contract found that the psychological contract of university teachers is in a state of basic conformity, and university teachers believe that the degree of fulfillment of their own psychological contract is higher than that of the school, in which the degree of fulfillment of the transactional dimension of the school’s responsibility level is the highest, and the degree of fulfillment of the relational dimension of the teacher’s responsibility level is the highest. Analysis of demographic differences found that the degree of fulfillment of the psychological contract of university teachers differed significantly in some demographic variables, such as age, years of service, education, title, and whether or not they held an administrative position. Colleges and universities should establish sound psychological contract incentives such as transactional incentives, developmental incentives, and relational incentives to motivate teachers to fulfill their responsibilities. School administrators should be fully aware of the impact of individualized differences among university teachers and build a reasonable psychological contract incentive system for them.