Özet:

Introduction: Organizational behaviors, which have significant effects on employees, are more sensitive in terms of teachers with visual impairment. In this study, we aimed to examine the relationship between organizational justice, affective commitment, organization-based self-esteem and perceived organizational support, according to the views of visually impaired teachers working in elementary and secondary schools. Method: The sample of the study consisted of 154 visually impaired teachers working in primary and secondary education institutions in the 2018-2019 academic years. In this study, relational screening method was used and the data were analyzed by quantitative techniques. Research data were gathered with the "Organizational Support Scale", "Organizational Justice Perception Scale", “Organization-based Self-esteem Scale” and “Affective Organizational Commitment Scale”. In data analysis, frequency, arithmetic mean, percent and standard deviation and parametric testes were used. Findings: According to the findings, participants’ organizational support perceptions differed in favor of male teachers and married teachers, and participants' organization-based self-esteem perception levels also differed in favor of male teachers. There were significant relationships between organizational justice perception and organization-based self-esteem, between perceived organizational support and organizational justice perception, and between organization-based self-esteem and affective organizational commitment. As a conclusion, it was found that organization-based self-esteem, organizational justice perception, and affective organizational commitment were significant predictors of perceived organizational support. Discussion: It has been observed that the affective organizational commitment of visually impaired teachers working in primary and secondary education institutions to their schools is at a moderate level. Similar results were obtained in studies conducted with teachers without visual impairment, shows that visual impairment does not affect affective organizational commitment in teachers. When the literature is examined, it is understood that although school administrators are not very willing to work with teachers with visual impairment, they support their teachers. In this study, it is seen once again that organizational support and organization-based self-esteem increase in case of organizational justice in schools.

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