| The purpose of this study was to replicate and extend the findings of the Hutchins, Nimon, Bates, and Holton (2013) study that examined the Learning Transfer System Inventory (LTSI) version 4 and the intent to transfer learning and the extent to which the LTSI is an effective predictor of the intent to transfer learning. This non-experimental, correlational study used the LTSI, which included a four-question intent to transfer learning proxy, to survey public school K-12 educators about their intent to transfer their learning from a professional development (PD) program into their own classroom instruction. As in the original, this study considered the intent to transfer learning through the theoretical lenses of transfer of learning, planned behavior, goal setting, and interpersonal behavior theories. The results of a multiple linear regression (MLR) analysis indicated that 15 of the 16 LTSI factors had statistically significant relationships (p<.05) with intent to transfer learning. The 16 LTSI factors accounted for 65.4% of the variance in the participants' intent to transfer learning from their professional development to their classroom instruction. A regression commonality analysis revealed that 93% of the regression effects were associated with the motivation predictor set (i.e., motivation to transfer learning, performance expectations, and outcome expectations) indicating that motivational factors explained the majority of unique variance for intent to transfer learning. The predictor variable, motivation to transfer learning, accounted for 78.90% of the regression effect. This research suggests factors and strategies that would support successful transfer of learning from PD programs to teachers' classroom instruction. The implications of these results, their relationship to the literature, and recommendations for future research are discussed. |
