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This study investigated the psychometric properties of the Learning Transfer Inventory System (LTIS) in the Cameroonian education system. A sample of 700 in-service teachers (female = 54.8%; mean age = 36 years, SD = 15.41 years) who completed leadership, management, or Information Communication Technology (ICT) training were the participants. Following confirmatory factor analysis, test of the measurement invariance, and measurement of the latent mean difference across participant sex of the instrument, results provided support for the hypothesised 16-factor structure. Empirical support for discriminant and convergent validity was strong. Additionally, we found significant latent mean differences between male and female teachers in terms of the constructs peer support, supervisor sanction, and training design. The LTIS appears to yield valid and reliable scores for measuring learning transfer of Cameroonian teachers following in-service training.

Validation of Learning Transfer Inventory System (LTIS) in Cameroon teachers: Measurement invariance and latent mean difference across sex