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The Learning Transfer System Inventory (LTSI, Holton et al., 2000) considers 16 factors likely to influence the transfer of training to the workplace. The purpose of this study is to translate the Learning Transfer System Inventory into French and to examine (1) the internal structure of the translated instrument; and (2) its predictive validity. The Learning Transfer System Inventory was administered to 328 participants from six companies during the week following the end of a training program. The transfer questionnaire was filled in by 106 of those participants 1-3 months later. The results showed that a principal component analysis reveals a factor structure very similar to the original structure: the 16 original factors are replicated. Second, seven factors display statistically significant correlations with transfer: learner readiness, motivation to transfer, transfer design, opportunity to use, transfer-performance expectations, performance-outcomes expectations and performance self-efficacy. Comparisons with four similar previous studies allow us to draw directions for future research on the instrument.

Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.

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Purpose: Most studies on the impact of school culture focus only on teachers’ average perceptions and neglect the possibility that a meaningful increment to the prediction of school effectiveness might be provided by the variance in teachers’ culture perceptions. The objectives of this article are to (a) better understand how teachers’ collective decision making and principal’s leadership are related to the schools’ culture homogeneity and (b) test the moderating role of the schools’ culture homogeneity on the relationship between four cultural scales and the schools’ mathematics achievement. Method: The sample of this study consisted of 2,595 students nested in 52 schools and 125 classes from the French-speaking community of Belgium. Students performed two mathematics achievement tests and answered a self-reported questionnaire on their backgrounds. All the teachers ( n = 817) of the 52 schools answered a self-reported questionnaire dealing with the principal’s leadership, school culture, and teacher collegiality. Hypotheses are tested using correlation, regression, and hierarchical regression analyses. Research Findings: First, it was found that culture homogeneity is positively associated with (a) the principal’s transformational leadership (TL) and (b) the teachers’ collective decision making relative to pedagogical aspects. Second, it was shown that the impact of TL on culture homogeneity is partially mediated by teachers’ collective decision making. Third, the analyses found no moderation effect of culture homogeneity on the relationship between cultural values and students’ achievement but did show partial evidence of such an effect in specific groups of schools (with low or high socioeconomic status composition). Implications: This study provides a deeper understanding of how social arrangements and leadership processes within schools contribute to the emergence of collective cultural values. But the results also shed light on the weak associations between cultural values and student achievement, even when considering an appropriate definition and conceptualization of the school culture.

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A growing body of research indicates that transformational leadership affects teachers' commitment to their school. The present study aims to investigate the processes explaining this effect at the organisational level. Using a sample of 660 teachers within 50 primary French-speaking Belgian schools, the authors test a model hypothesising that the impact of the school principal's transformational leadership (as an organisational-level construct) on teacher commitment to school is mediated by school culture strength (cognitive pathway) and teacher collective efficacy beliefs (motivational pathway). Results of multilevel analyses largely support the theoretical model, but show that schools have a limited impact on teacher commitment.