Rego, A., University of Aveiro, Portugal
The study aims at showing how five justice dimensions (interpersonal, informational, procedural, task distribution, rewards distribution) explain affective commitment of teachers. Data from a sample comprising 309 teachers from 12 departments/schools of four universities and four polytechnics was collected. The main findings are the following: a) confirmatory factor analysis shows that the six-factor model (five justice dimensions plus affective commitment) fits well the data; b) Cronbach Alphas range between 0.77 and 0.94; c) at individual level, only interpersonal and procedural justice explain affective commitment; d) the relationships between justice perceptions and commitment are moderated by aggregated justice, in such way that positive justice climates reinforce the reactions to individual perceptions; e) when people work in heterogeneous contexts, their reactions to individual perceptions are also reinforced. The study highlights the importance of contextual justice, and also suggests that the reactions to justice perceptions can be contingent on the kind of organization and/or on organizational activity of their members. Keywords: affective commitment; organizational justice; justice climates; aggregated justice