The purpose of this study was to examine the status and relationships among servant leadership, organizational justice, commitment, and citizenship behavior in the Public Universities in Amhara region. Explanatory sequential mixed design was employed. The size of the population was 2170. Of these, 900 instructors were taken into the sample using item-respondent proportion method. 12 interviewees also participated in the qualitative phase of the study. Questionnaire and interview were used to collect the data. One sample t-test, SEM, one-way ANOVA, MANOVA, and narration were mainly used to analyze the data. The results of one sample t-test revealed that servant leadership, organizational commitment, and citizenship behavior were significantly observed in the universities than organizational justice. The results of structural equation modeling (SEM) indicated that positive and statistically significant relationships were found among servant leadership, organizational justice, commitment, and citizenship behavior. The results of SEM also confirmed that the dependent variables in the structural model, both latent and observed, were significantly predicted by the independent variables. Specifically, the path analyses indicated that 58.2 % of the variance in organizational citizenship behavior was significantly explained by the joint effects of servant leadership, organizational justice, and commitment. The path analysis also revealed that servant leadership and organizational justice significantly predicted 44.1 % of the variance in organizational commitment. In addition, 37.6 % of the variance in organizational justice was significantly explained by servant leadership. Similarly, servant leadership had an indirect and significant effect on organizational commitment mediated by organizational justice as well as organizational citizenship behavior mediated by organizational commitment. The results of one-way ANOVA indicated that there were significant differences among instructors in their perceptions of servant leadership, organizational justice, commitment, and citizenship behavior in the four generation universities. Therefore, it is concluded that servant leadership, organizational justice, commitment, and citizenship behavior were observed in the universities and significant relationships have been found among these variables. Thus, it is suggested that universities need to develop training programs to improve the skills of department heads in the areas of emotional intelligence, moral development, ethical decision making, communication, motivation, and empowerment of others to meet the needs of instructors and achieve the goals of the universities.