| dc.description.abstract | The purpose of this study was to examine a teachers’ professional development program through transfer of learning measure in Aceh, Indonesia. This study used a cross-sectional survey design on a sample of 363 teachers. Analysis was conducted using multiple regression, mediation, and moderation techniques, and three significant findings were found. First, the training design, self-efficacy, motivation to transfer, and peer support were found to have a statistically significant, positive effects on the transfer of learning. Second, motivation to transfer was a partial mediator of the relationships from all initial predictors (training design, self-efficacy, supervisor support, and peer support) on the transfer of learning. Finally, the total number of teachers who participate in a professional development program in a year has a significant influence on the effectiveness of the support provided by their self-efficacy supervisor regarding the transfer of learning. At the same time, the total number of teachers who participated in professional development programs in their teaching career had a significant impact only on the relationship between peer support and transfer of learning. In addition to support relative to the three main research questions, a content analyses was performed and indicated five aspects impacting the transfer of learning: learning facility and infrastructure, pedagogical aspects, learners’ characteristics, program design, and supportive workplace environment. Important research implications and recommendations include the aspects of increasing research interest, exploring research content, and varying research design. In regard to implications for practice, the following were suggested to enhance teachers’ transfer of learning in their workplace: evaluating professional development program providers, improving the importance of learning transfer and facilitating supportive workplace environment. Specifically, developing peer mentoring program, building collegial discussion culture, and improving learning facility and infrastructure, were indicated to facilitate a supportive workplace environment. | en |
| dc.subject | Transfer of Learning, Teacher Professional Development, Indonesia, Training Design, Self-Efficacy, Motivation to transfer, Peer support, Supervisor Support | en |
