The study aims at showing how five justice dimensions (task distribution, rewards distribution, procedural, interpersonal and informational) explain the affective commitment of university teachers. A sample comprising 309 teachers from five polytechnic institutions and four universities was collected. The main findings are as follow: (1) the teachers more affective committed are those having higher interpersonal and procedural justice perceptions; (2) informational and task distributive justice strength or mitigate the effects of the other justice dimensions. The findings are discussed in terms of the management of the universities and, specifically, of the quality in higher education.
affective commitment; justice perceptions; management of the universities; quality in higher education
