The teacher profession is believed to be more stressful compared to other occupational groups (Smith, Brice, Collins, Matthews, & McNamara, 2000). Indeed, Schaufeli, Daamen, and Van Mierlo (1994) state that between 5 and 20% of teachers suffer of burnout. Hence, understanding the processes permitting to maintain teachers’ well-being is a priority (Parker, Martin, Colmar, & Liem, 2012). The degree of strain that a worker can perceive is related to material and relational work conditions mediated by the worker’s characteristics and his/her expectations (Karasek, 1979). These expectations are developed through time and related to the interactions that the worker has with the organization since the beginning. Those interactions contribute to define desires and expectations with regards to rights and duties which are part of the psychological contract that ties the worker to the organization and vice versa (Rousseau, 2000). The psychological contract represents indeed the mutual beliefs, perceptions, and informal obligations between an employer and his/her employee (Rousseau, 1989). Some characteristics that are generally part of the psychological contract, such as fairness and trust, are expected to have a positive relation to the worker well-being. Studies have demonstrated that the violation of the psychological contract is associated with a variety of negative outcomes (Guest & Conway, 2009). However, little research is available on the effects of the breach of the psychological contract on teachers’ satisfaction with their job and with their lives. The present research focusses on the relationship between psychological contract and job and life satisfaction for public school teachers. The research questions are: are fair and trustful relationships with the school director and colleagues associated with teacher job and life satisfaction? Are the role clarity and the absence of role conflicts associated with teacher job and life satisfaction? How strong are these relationships? Are there differences between male and female teachers? How are psychological contract and job and life satisfaction related, when a break in the psychological contract occurs?

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