This research will describe the development of personality and organizational justice models which support the development of teacher service quality in a school organization. Several previous studies have concluded that teacher service quality can begin with leadership development in a school organization. Teachers' personalities are considered to contribute to improving the quality of teachers who will provide real work in the form of creativity in learning. Challenges in the millennial era require increase of teacher service quality to the maximum. The development of teacher personality and organizational justice models provides a major role in improving teacher service quality in the era of education 4.0. This study aims to (1) find appropriate personality and organizational justice models in the millennial era, and (2) identify the important role of personality and organizational justice enhance the teacher service quality. The study uses correlational statistical methods and analysis of Sitorem. Data are collected by distributing questionnaires. The population of the study was permanent civil servant teachers who were actively teaching at the junior high school level in the Bogor City area. The result shows that there are 9 good indicators which remain to be personality and procedural justice models, namely: (1) sincerity (2) enthusiasm (3) consensus (4) interpersonal justice (5) informational justice (6) distributive justice (7) physical appearance (8)  guarantee (9) reliability. The development of personality and procedural justice models mentioned above have a very strong and significant relationship in improving the quality of teacher services in the educational 4.0