Sustainable transfer of training after participation in a professional development programme for school leaders: influential factors related to school leaders and their school context

Abstract

Insight into the effectiveness of training programmes focussing on the transfer of training to the individual's work context has improved over the past decades. However, participation in a quality programme alone does not guarantee concrete transfer and sustainable implementation of the content of a professional development trajectory (PDT) in the work context, whether during or after completion. Empirical research on specific factors related to school leadership and the school context that support the ongoing effectiveness of a PDT for school leaders after completion is scarce. Therefore, this empirical study aimed to gain insight into these factors by focussing on the perceptions of school leaders who had completed a two-year professional development programme in Flanders (Belgium). The goal was to identify the factors they considered influenced the sustainable action- and goal-oriented transfer of training and the implementation of professional and school development. We conducted in-depth interviews with a select group of PDT participants one year after the PDT, as a part of a broader mixed methods research project. Notable in the data analysis was the crucial role of the participating school leaders. A PDT can appear effective, but without action by the school leader and the active involvement of the school team, there is less impact and transfer of training. The school context in which the school leader functions is also important. We finish with some recommendations for further research and practice.