From Investment to Reciprocity: Role of Training and Professional Development on Faculty Commitment in Bangladeshi Private University

Abstract

This research explores the connection between training, professional development, and organizational commitment within faculties of private universities in Bangladesh, using Social Exchange Theory (SET) as the guiding framework. The study specifically examines how institutional support for faculty development influences three key dimensions of commitment: affective, continuance, and normative by using SET which is not done previously. Data were gathered through a structured questionnaire administered to 284 academic staff members from nine private universities in Dhaka. The responses were analyzed using SPSS and Smart PLS 4.0 software. Reliability and validity checks indicated strong internal consistency, with Cronbach’s alpha ranging from 0.710 to 0.817, composite reliability between 0.785 and 0.878, and average variance extracted (AVE) values from 0.550 to 0.652. Results from the structural model revealed that training and development had a significant and positive impact on affective commitment, continuance commitment and normative. These outcomes suggest that when institutions actively invest in faculty development, employees respond with increased emotional engagement, a stronger sense of loyalty, and reduced intentions to leave, reflecting the reciprocal nature of SET. From a practical perspective, the findings emphasize the importance for educational policymakers and university administrators to view faculty development not just as a cost, but as a long-term strategic investment. On a theoretical level, the study expands the scope of Social Exchange Theory by demonstrating that professional development serves both practical and symbolic roles in fostering commitment, improving teaching quality, and ensuring institutional sustainability.