Motivation to transfer and action research training transfer: Testing a model and evaluating current situation of secondary schools of suburban's cities of Tehran province

The investment in action research training programs is not sensible unless teachers succeed in translating training contents into classroom. Researchers and practitioners have acknowledged that transfer of training will occur only when teachers have motivation to transfer. For that reason, in the current study, motivation to transfer of action research training of 235 teachers was tested based on Gegenfunter's et al. (2010) model. Data were collected through two valid and reliable questionnaires and were analyzed with one-sample t. test and structural equation modeling. Results showed that the current situation of motivation to transfer variables was not significantly desirable. Also the results of tested model indicated that direct effects of autonomous and controlled motivation on intention to transfer and direct effect of intention to transfer on actual transfer of training were positive and meaningful. This study emphasizes on the importance of teacher's motivation to transfer of action research training and has some implications for principals as an effective factor in motivating this variable in schools.