Facilitating the Transfer of Learning through Teacher Professionalism: Peer and Principal Support

The present study intends to investigate the role of individual and environmental characteristics of teachers in transfer of learning in the sixth grade. A correlation method was performed to identify the relationships between variables that affect transfer of learning. The population was the sixth grade teachers in the district one and two of Ardabil City, who participated in summer training programs in school 1392-1393. Regarding the questionnaire items, 205 questionnaires were distributed randomly among the participants. Instruments including Teacher Professionalism Questionnaires, teacher self- efficacy, principal support, peer support and transfer of learning were used for data collection. Confirmatory factor analysis used to prove construct validity of the instruments. Path analysis results showed as follows: Peer support has- directly and indirectly- a positive effect on the transfer of learning as one of the school environmental factors through teacher professionalism (as a mediating variable), but the effect of this variable on teacher's self-efficacy was not significant. Also, principal support has an indirect positive effect on the transfer of learning, but the direct effect of principal support and self-efficacy on the transfer of learning was not significant. The results also shows that the transfer of learning to the workplace largely depends on teachers’ professionalism and peer support from the transferring process and the use of leanings in the classroom. The results can improve the schools’ environment and the management of personal and environmental factors, and finally can facilitate the transfer of learning.