Document Type



Doctor of Education


Educational Leadership

First Adviser

Sperandio, Jill

Other advisers/committee members

Wiseman, Alexander; Columba, Lynne; AlShammari, Iqbal


The purpose of this study was to examine how teachers' perceptions of transformational leadership behavior of head of department (HOD) as instructional leader related to their motivation to transfer learning through professional development in public high schools in Kuwait. The study also addressed two other training transfer factors: ability to transfer training and workplace factors (work environment) that were essential for implementation of school improvement plans.Transformational leadership behavior encompasses supervisor support, involvement in the decision to be trained and the credibility of the individual recommending the training; therefore, there should be a relationship between the teacher's perception of the instructional leader's transformational leadership behavior and the Learning Transfer System Inventory's (LTSI) 16 transfer system factors (Holton, 2007). The central question that this study aimed to explore was `Do teachers who perceive that their HOD has a higher degree of transformational leadership behavior have a more positive perception of the transfer system factors of motivation, work environment and ability?'A mixed methods design was used to explore the relationship between perceived transformational instructional teacher leadership behavior and motivation to transfer training with particular attention to the transfer system factors motivation, ability and work environment. Spearman's ρ was used to measure the correlation between each transformational leadership factor and each of the 16 LTSI factors. An important finding from this study was the strongest correlations (ρ > 0.300) measured by Spearman's correlation coefficient were between the factors inspirational motivation, idealized influence-behavior, idealized influence-attributed and intellectual stimulation of the transformational leadership behaviors measured by the MLQ and four of the LTSI factors: motivation to transfer, transfer effort-performance expectations, performance outcome expectations and performance coaching.