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

Abstract

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.

Keywords:

• confirmatory factor analysis (CFA)
• construct validation
• latent mean difference
• Learning Transfer Inventory System (LTIS)
• measurement invariance

Acknowledgements

We gratefully acknowledge the valuable time and cooperation given by Dr Ekoto Christian throughout the proofreading process, and we sincerely acknowledge the cooperation of private high school principals and teachers whose members took time from their busy schedules to provide data for this work. We acknowledge support by the National Natural Science Foundation of China (Grant numbers 71872027, 71572028, and 71971043).

Data availability

The data that support the findings of this study are available from the corresponding author, BNC, upon reasonable request.