Association of leadership, commitment and organizational justice with job satisfaction and stress from the perspective of teachers in higher education

Abstract

The objective of this qualitative study is to analyze faculty perceptions of leadership, commitment, and organizational justice, as well as job satisfaction and stress, in relation to performance at the Autonomous University of Tamaulipas. Nine semi-structured interviews were conducted with faculty who agreed to participate. The data were analyzed using content analysis using MAXQDA software. Participants highlighted that transformational leadership, organizational commitment, and perceptions of justice enhance their performance. They also noted that job satisfaction boosts motivation and a sense of belonging. In contrast, some faculty do not experience job stress, while others associate it with administrative overload and poor institutional planning. Although the results cannot be generalized, they provide insight into the academic context and underscore the importance of properly managing these factors to strengthen faculty well-being and institutional effectiveness.