Research in perceived organizational justice got paramount importance in business organizations context by management researchers and psychologist for the last more than 35 years considering its empirically endorsed impact on numerous workforce behaviors and attitudes such as job satisfaction, extra-role performance, organizational commitment, job performance, motivation, trust and turnover intentions. However, scant literature shed light on whether or not teachers’ fairness perceptions regarding rewards allocation, its procedures and interpersonal treatment foster their organizational commitment particularly in higher education setting. To this particular end, the researchers conducted survey research to explore what organizational justice dimensions influence organizational commitment of the faculty taking into consideration their position. Regression analysis of responses from 463 faculty members revealed that distributive and procedural justice had significant positive impact on organizational commitment of junior faculty whereas senior faculty experienced improved commitment on the provision of distributive justice only. Implications for academic administrators and future researchers are presented.