This paper examines the relationship between organizational learning culture, learning transfer climate, and organizational innovation. The objective was to test the ability of learning organization culture to account for variance in learning transfer climate and subsequent organizational innovation, and to examine the role of learning transfer climate as a mediator between learning organization culture and innovation. Results showed that organizational learning culture predicted learning transfer climate, and both these factors accounted for significant variance in organizational innovation.

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The purpose of this study was to translate and validate an Arabic version of the Learning Transfer System Inventory (LTSI) for use in Jordan. The study also investigated the perceptions of transfer system characteristics across selected individual and situational variables. The LTSI was administered to 450 employees of 28 different public and private sector organizations operating in Jordan. Principal axis factoring with oblique rotation was used to uncover the underlying structure of the Arabic version of the LTSI. Results showed a latent factor structure that is highly consistent with the English version of the LTSI. Results also indicated that transfer system perceptions differed across levels of education, years of experience, types of training, choice of training, sector of the organization and task of the organization. Implications for the field of human resource development are also provided.The world has become a globalized economic system where countries with high levels of technology, finance and information have more advantages in controlling the sources of human capital, raw materials and product development and distribution. Jordan, a small but strategic country, plugged into the world economic system by privatizing its economy to attract foreign investments, is pursuing further steps in Construct validation of an Arabic version of the Learning Transfer System Inventory 181

The purpose of this article is to determine the relationship between transformational leadership of vocational school principals on vocational teachers’ organizational commitment. A random sample of 340 vocational teachers responded to a three-part instrument (the transformational leadership questionnaire, the organizational commitment questionnaire and a demographic section). Means, standard deviations, Pearson correlations and stepwise regression analysis were used to analyse the data. The findings indicated that a strong, positive and significant relationship exists between transformational leadership (overall) and the organizational commitment dimension. Furthermore, the relationship between each component of transformational leadership and organizational commitment was found to be moderate, positive and significant. Finally, it is suggested that more workshops and training courses in transformational leadership should be sponsored by the Ministry of Education in Jordan to promote organizational commitment among vocational teachers.

Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in nature and was conducted using a survey design. A variety of statistical techniques were utilised in this research. The Pearson product moment correlation coefficient (r), means and standard deviations were used as the main statistical techniques. Findings of this study revealed that Jordanian teachers practise the instructional classroom management style more than the other management styles: behaviour management and people management. However, people management was rated the style least practised by Jordanian teachers. Further, Jordanian teachers who participated in this study perceived themselves to have a higher level of personal teacher efficacy compared to general teacher efficacy. Finally, personal teacher efficacy has the highest and significant relationship with each of the classroom management styles and classroom management styles overall. However, general teacher efficacy was found to be correlated insignificantly with each of the classroom management styles and classroom management styles overall.