The Impact of Work Environment on Teacher Training Transfer: The Mediating Role of Motivation to Transfer
Keywords:
mediation model; motivation to transfer; teacher professional development; transfer of training; work environmentAbstract
Drawing on training transfer theory and expectancy–value perspectives, this study aimed to examine how the Work Environment for Transfer (WET) influences teachers’ Transfer of Training (TOT) through the mediating role of Motivation to Transfer (MT). Using a paper-based survey of 333 in-service lower secondary school teachers in Hubei Province, China, the hypothesised second-order model was tested using structural equation modelling. The results showed that WET was a significant positive predictor of MT (? = 0.915), whereas MT was a significant positive predictor of TOT (? = 0.887). By contrast, the direct effect of WET on TOT was not significant, and MT fully mediated the relationship between WET and TOT. Overall, the model explained 83.7% of the variance in MT and 65.4% of the variance in TOT. These findings suggest that workplace support translates into sustained training transfer primarily through teachers’ transfer motivation in a policy-driven professional development context. This study advances a contextual–motivational explanation of transfer and offers practical implications for strengthening transfer climates, expanding opportunities to apply learning, and designing supports that build transfer motivation to enhance the generalisation and maintenance of trained practices.
https://doi.org/10.26803/ijlter.25.5.18
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