Professional Development Practices, Promotions and Organizational Commitment: A Propoundment of Professional Integration Interaction Practices (PIIP) Model



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Submitted Dec 7, 2021
Published Jan 31, 2022
10.24018/ejedu.2022.3.1.243

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Public universities in Uganda have been challenged by levels of organisational commitment of their academic staff. This study alluded to influence of professional development practices at Makerere and Kyambogo universities on organisational commitment of the academic staff. The study used a descriptive cross-sectional survey design with both qualitative and quantitative approaches, with a study sample of 320 academic staffs from both Makerere and Kyambogo Universities, selected using simple random and purposive sampling techniques. The study data were anlysed using Pearson Product Moment Correlation Coefficient and regression analysis, whereas qualitative data were thematically analyzed. Further analysis was done using Structural Equation Modeling (SEM). The Human Capital theory and the Equity theory guided the study. SEM showed that horizontal promotion as an avenue of staff promotions had an insignificant positive direct influence   on organizational commitment (β = 0.002, p = 0.972 > 0.05). While informal learning as a professional development practice had an insignificant direct effect on organizational commitment (β = 0.033, p = 0.537 > 0.05). These findings, coupled with the limitations in the Human Capital and Equity theories, led to the Professional Integration Interaction Practices (PIIP) model proposed by the study.  The study concluded that, University Councils in conjunction with management in Makerere and Kyambogo Universities, and the Ministry of Education and Sports through National Council of Higher Education, should adopt the PIIP Model with a view to raise professional standards and hence organizational commitment of academic staff.


Keywords: Academic Staff in Uganda, Organisational Commitment, PIIP Model, Professional Integration Interaction Practices

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