Training transfer remains a critical determinant of instructional effectiveness within Technical and Vocational Education and Training (TVET) systems. Despite substantial investments in instructor development, the extent to which acquired competencies are applied in real instructional settings varies significantly. This study develops an integrated analytical framework to evaluate how learner characteristics influence training transfer among TVET instructors. Drawing upon established theories of training transfer, motivation, and organizational behavior, the research synthesizes key constructs such as cognitive ability, motivation to learn, self-efficacy, demographic attributes, and experiential factors. A quantitative research design is proposed, employing multivariate statistical modeling to examine relationships among variables. The framework integrates individual-level determinants with contextual moderators, offering a comprehensive model for predicting training transfer outcomes. Findings indicate that intrinsic motivation, prior experience, and perceived organizational support significantly enhance transfer effectiveness, while demographic variables exert indirect effects mediated through psychological constructs. The study contributes theoretically by extending existing transfer models and practically by providing a diagnostic tool for optimizing instructor training programs. Limitations and future research directions are also discussed.

Training Transfer, TVET Instructors, Learner Characteristics, Analytical Framework

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