Technical and Vocational Education and Training (TVET) is a central pillar of Malaysia’s human capital

development strategy, particularly in producing industry-ready graduates aligned with Industry 4.0 requirements.

explains how attitude, organisational commitment, and perceived importance shape behavioural intention and

subsequently influence training transfer. Gender Role Theory is integrated to account for possible gender-based

differences, particularly in male-dominated technical fields such as automotive and mechanical engineering. A

quantitative cross-sectional survey design is proposed, with data analysed using descriptive statistics,

independent sample t-tests, and multiple regression analysis via SPSS. This study is expected to extend the

literature by integrating TPB and Gender Role Theory in explaining training transfer among TVET lecturers in

Malaysia, while providing practical implications for enhancing the effectiveness of professional development

programmes.

gender differences, TPB, Gender Role Theory

continuous professional development and structured training programmes are extensively implemented to

capabilities.

Despite substantial investments in training and development initiatives, the effectiveness of such programmes

remains questionable if the acquired knowledge and skills are not effectively transferred into workplace practice.

Transfer of training refers to the extent to which trainees apply, generalise, and maintain the knowledge, skills,

and attitudes acquired during training in their actual job environment (Baldwin & Ford, 1988). In TVET

education, effective transfer of training is particularly critical because lecturers are expected to continuously

integrate newly acquired competencies into classroom instruction, workshop practice, curriculum delivery,

competency-based assessment, and industry-linked learning activities. However, empirical evidence consistently

effectiveness of training transfer among TVET lecturers, which may indirectly influence instructional quality

and student competency outcomes. Furthermore, lecturers often encounter barriers such as workload pressure,

limited institutional support, insufficient opportunities for skill application, and resistance to pedagogical

change, all of which may hinder the effective application of newly acquired competencies (Gegenfurtner, 2020).

To explain the psychological mechanisms underlying training transfer, this study is grounded in the Theory of

Planned Behaviour (TPB). TPB posits that behaviour is directly influenced by behavioural intention, which is

shaped by three core determinants: attitude toward the behaviour, subjective norms, and perceived behavioural

control (Ajzen, 1991). In the context of this study, attitude, organisational commitment, and perceived

importance of training are conceptualised as key determinants that influence TVET lecturers’ behavioural

intention to apply training outcomes, which subsequently affects the actual transfer of training. Attitude reflects

lecturers’ evaluative disposition toward training and the application of acquired competencies in teaching

addition to psychological determinants, demographic factors may also influence training transfer behaviour. This

study further draws on Gender Role Theory, which posits that gender differences in behaviour, perception, and

workplace experiences are shaped by socially constructed norms and expectations. According to this theory,

men and women are socialised into different roles, which influence their confidence, learning engagement,

access to opportunities, and behavioural expression in professional settings. In male-dominated technical fields

such as automotive engineering, mechanical engineering, welding, and electrical technology within TVET

Within this context, male and female TVET lecturers may differ in terms of exposure to technical tasks,

confidence in applying new skills, and institutional support received for professional development. Such

differences may influence the extent to which training is effectively transferred into teaching and learning

vocational education system. Existing studies have largely focused on organisational training effectiveness and

employee performance, with insufficient emphasis on the combined influence of psychological determinants (as

explained by TPB) and gender-based differences (as explained by Gender Role Theory) in shaping training

transfer behaviour among TVET educators. Therefore, this study seeks to address these gaps by focusing on

three main objectives: (1) to measure the level of transfer of training among TVET lecturers, (2) to examine

differences in transfer of training based on gender, and (3) to identify the influence of attitude, organisational

commitment, and perceived importance on transfer of training among TVET lecturers. Understanding these

relationships is essential to ensure that investments in professional development translate into effective

instructional practice, improved teaching quality, and enhanced graduate employability within the Malaysian

TVET ecosystem.

Transfer of training refers to the extent to which knowledge, skills, and abilities acquired through training are

and organisational factors (e.g., supervisory support, learning culture, and opportunities to apply skills) (Burke

& Hutchins, 2007; Grossman & Salas, 2011). In educational contexts, particularly higher education, training

transfer is critical for sustaining improvements in teaching practice; however, professional development often

fails to produce lasting behavioural change without strong institutional reinforcement (Gegenfurtner, 2020).

Salleh, Amin, and Mamat (2017) emphasised that training transfer among academic staff is significantly

influenced by employee readiness, training design, and work environment, indicating that both individual and

organisational factors are essential in determining the extent to which training is effectively applied in the

workplace.

In the Technical and Vocational Education and Training (TVET) context, transfer of training is especially

significant as lecturers are required to continuously update their competencies in response to rapid industrial and

skills, critical thinking, and workplace readiness, suggesting gaps in training application at the instructional level.

Studies further highlight that organisational support, reinforcement mechanisms, and institutional differences

significantly influence lecturers’ ability to transfer training effectively (Noor et al., 2022). Consequently,

understanding the level and determinants of training transfer among TVET lecturers in Malaysia remains

essential for enhancing teaching quality and graduate outcomes.

Research on gender differences has long been explored across various social science domains, including

negotiation skills, leadership, and learning behaviour. Studies have examined how males and females differ in

negotiation approaches (Stevens, Bavetta, & Gist, 1993), emotional intelligence and transformational leadership

(Mandell & Pherwani, 2003), as well as preferred learning styles (Philbin, Meier, Huffman, & Boverie, 1995).

transfer training, suggesting that individual and contextual factors may interact differently across genders. These

gender-based differences can be further explained through Gender Role Theory, which posits that societal

experiences. According to the theory, men and women are often socialised into different behavioural

orientations, influencing how they perceive learning opportunities, professional responsibilities, and

organisational expectations. In occupational settings, particularly within male-dominated technical

environments, gender norms may influence access to opportunities, confidence in applying newly acquired skills,

and engagement in professional development activities. Consequently, male and female employees may

demonstrate different levels of motivation, learning engagement, and behavioural application following training

interventions.

In educational and Technical and Vocational Education and Training (TVET) contexts, gender differences

continue to emerge in relation to professional development participation and technology adoption. Studies

experiences differently. Female lecturers may encounter distinct challenges related to workplace inclusion,

access to technical responsibilities, or opportunities to apply newly acquired competencies, while male lecturers

may experience stronger alignment with established technical work cultures. These differing experiences may

subsequently influence the extent to which training knowledge, skills, and attitudes are transferred into

workplace practice. Despite growing attention toward transfer of training in Malaysian higher education, existing

studies have primarily focused on trainee characteristics, organisational commitment, and workplace factors,

teaching and learning environments. In addition, subjective norms such as institutional expectations, peer

influence, and administrative support may further encourage lecturers to transfer training outcomes into

workplace practice. Perceived behavioural control, which reflects individuals’ perceptions regarding their

capability and opportunity to perform a behaviour, also contributes to the extent to which lecturers feel confident

in implementing newly acquired pedagogical or technical skills following training participation (Hughey &

Mussnug, 1997). Therefore, attitude serves as a critical psychological mechanism influencing behavioural

intention and subsequent transfer of training. Previous literature consistently highlights the importance of attitude

in determining training effectiveness and transfer outcomes. Positive job-related attitudes have been associated

with higher motivation to learn and greater likelihood of applying acquired skills in workplace settings, although

the relationship may vary according to organisational and contextual factors (Grau et al., 2002; Cheng & Ho,

1998). Attitude is also strongly linked to behavioural intention, which functions as an important mechanism for

translating learning into behavioural action, particularly in technology-enabled environments (Long, DuBois, &

Faley, 2008). From the perspective of Theory of Planned Behavior, favourable attitudes toward training

and subsequently increase the probability of actual behavioural implementation. In the Malaysian TVET context,

lecturers play an essential role in translating training outcomes into competency-based and industry-aligned

instructional practices. Their attitudes toward training therefore become a critical determinant of whether newly

acquired pedagogical and technical competencies are effectively transferred into workshops, laboratories, and

classroom environments. Lecturers who demonstrate positive attitudes toward professional development are

expected to exhibit stronger intentions to apply learned competencies, leading to greater transfer of training.

Conversely, negative or indifferent attitudes may weaken behavioural intention and reduce the likelihood of

Employees who demonstrate high organisational commitment tend to perceive institutional goals as personally

meaningful and are therefore more motivated to apply newly acquired competencies in their work. Conversely,

low commitment may weaken behavioural intention, reduce perceived obligation to apply training content, and

subsequently limit the extent of training transfer, even when learning has taken place. Accordingly, within the

TPB framework, organisational commitment indirectly influences training transfer through its effect on

behavioural intention and alignment with organisational expectations. Empirical evidence consistently supports

the positive relationship between organisational commitment and training transfer. A meta-analytic review by

Colquitt et al. (2000) highlights that motivational variables, including commitment-related constructs, play a

significant role in determining learning outcomes and transfer effectiveness. Similarly, Chiaburu and Marinova

(2005) found that employees with higher organisational commitment exhibit stronger transfer intentions,

particularly when supported by conducive work environments. More recent studies further reinforce this

relationship, indicating that organisational commitment enhances employees’ willingness to invest effort in post-

training application and sustain behavioural change over time (Alshaikh et al., 2021; Kim et al., 2023). These

institutional goals and therefore demonstrate stronger behavioural intention and greater application of acquired

skills in instructional delivery (Noor et al., 2022; Rahman & Ismail, 2024). This aligns with TPB, where

perceived normative expectations and attitudinal alignment with organisational goals strengthen intention, which

subsequently enhances behavioural performance. However, factors such as workload pressure, limited

institutional reinforcement, and inconsistent organisational support may weaken behavioural intention and

reduce the strength of the commitment–transfer relationship, particularly among lecturers with lower levels of

organisational commitment. Recent Malaysian TVET studies further suggest that organisational commitment

ultimately influences transfer of training among TVET lecturers. Strengthening organisational commitment is

thus essential to reinforce behavioural intention, enhance the effectiveness of professional development

initiatives, and ensure meaningful application of training outcomes in instructional practice. Based on the above

discussion, it is proposed that:

In Technical and Vocational Education and Training (TVET) institutions, particularly Malaysian polytechnics,

perceived importance is strongly influenced by the alignment between training content and departmental

specialisation. For instance, lecturers in the Automotive Engineering Department are more likely to transfer

training when professional development programmes include hands-on exposure to emerging automotive

diagnostic systems, electric vehicle (EV) technologies, and computerised engine management systems. If such

toward applying the training, increases their intention to integrate new skills into laboratory instruction, and

ultimately enhances the actual transfer of training into teaching practice. Conversely, when training is perceived

as too theoretical, outdated, or poorly aligned with workshop requirements, lecturers may develop weaker

attitudes toward application, resulting in lower behavioural intention and reduced transfer of training. Even if

Empirical evidence consistently supports the relationship between perceived training importance and transfer

outcomes. Employees who view training content as relevant to their job tasks demonstrate higher levels of

learning retention and behavioural application after training (Colquitt, LePine, & Noe, 2000). Hutchins and

Burke (2007) further emphasised that perceived utility of training significantly enhances transfer motivation,

which serves as a critical antecedent of actual training application. More recent research also confirms that

TVET institutions, this is especially critical given the rapid evolution of industrial technologies such as

automation, robotics, and electric mobility systems. Studies further indicate that perceived importance is closely

linked to perceived job relevance, where educators who recognise strong alignment between training and

instructional responsibilities demonstrate higher levels of skill application in teaching, assessment, and

workshop management practices (Noor et al., 2022; Zainal et al., 2023). From a TPB standpoint, perceived

importance strengthens behavioural intention by enhancing positive attitude toward training application, thereby

increasing the likelihood that TVET lecturers will translate training content into actual instructional practice.

Hence, perceived importance operates as a key cognitive determinant that bridges training exposure and

behavioural execution in workplace settings. Therefore, it is proposed that:

lecturer-to-student ratios, the number of TVET lecturers is estimated at approximately 8,000 to 12,000

nationwide.

Data will be collected using a structured questionnaire adapted from established instruments in training transfer

and organisational behaviour literature. The dependent variable, transfer of training, is adapted from Baldwin

A simple random sampling technique will be employed to ensure equal probability of selection among TVET

lecturers. Sample size will be determined using Krejcie and Morgan (1970), while a minimum threshold of over

100 respondents is considered adequate for statistical analysis, in line with recommendations by Sekaran and

Bougie (2016) and Hair et al. (2019).

Data analysis will be performed using SPSS software. Descriptive statistics will be used to determine the level

of transfer of training. Independent sample t-tests will examine gender differences, while multiple regression

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