Training transfer is the implementation of knowledge and skills from a professional development activity into actual classroom practice. Burke and Hutchins (2007) identified work environment influences as one set of variables related to training transfer. The school principal has the potential to impact these work environment influences and thus, to influence teacher training transfer. This study sought to identify specific leadership styles and behaviors that were related to teacher training transfer.

To assess the relationship between teacher training transfer and perceived principal leadership, the researcher studied participants in one district's new teacher induction program. Participants provided data in three ways: through an assessment of their own implementation of skills acquired from their induction training; through an assessment of their respective principal's leadership style; and through responses to questions regarding principal actions that had promoted training transfer. Perceived principal leadership style was assessed according to Bass and Avolio's (2004) full range leadership model, which includes the styles of passive/avoidant, transactional, and transformational leadership. A mixed-methods design was used to analyze the data. Statistical analyses tested for relationships between training transfer outcomes and perceived principal leadership style. Additionally, a qualitative analysis was conducted to identify principal behaviors that impacted teacher training transfer.

The study revealed that the teachers who reported significantly higher training transfer scores also reported significantly greater use of specific behaviors on the part of their principals. The principal behaviors that contributed to teacher training transfer were categorized as promotion of a culture of accountability and promotion of a culture of professional learning. Additionally, these teachers were more likely to perceive their principals as higher for transactional and transformational leadership styles.

Additionally, the differences in training transfer scores among groups of participants suggested trends regarding perceptions of principal leadership style, as well as the interaction of leadership style with the demographic variables of gender and grade level. However, these differences were not statistically significant. The small sample size of the current study warrants further investigation in future studies to clarify these relationships.