Important variables related to transfer information & communication technologies (ICT) training include the individual’s perceived motivation to learn, motivation to transfer, and intention to transfer the ICT training. Most previous studies investigate the transfer of ICT training and its application in the daily teaching practice by ordinary teachers, usually neglecting the important population of the teachers’ trainers. These teachers’ trainers receive advanced ICT training before start training their colleagues. Therefore, the main purpose of this study is to investigate the teachers’ trainers’ transfer of ICT training analyzing the structural relationships of their afore-mentioned variables with their gender, ICT self-efficacy, and a set of ICT individual factors. The study employed structural equation modeling using data collected from 117 teachers’ trainers in primary and secondary education who participated in a national ICT Transfer Training Programme for teachers’ trainers in Greece. The results reveal strong associations between ICT-related self-efficacy and transfer training measures. Both gender and ICT factors cause significant differences in the levels of their ICT self-efficacy measures. ICT expertise and gender highlight significant relationship paths in the model, while gender seems to play a moderating role as well.

与转让信息和通信技术（ICT）培训相关的重要变量包括个人的学习动机，转让动机以及转让ICT培训的意愿。以前的大多数研究调查了普通教师在日常教学实践中对信息通信技术培训的转移及其应用，而通常忽略了教师培训师的重要人群。这些老师的培训师在开始培训同事之前接受了高级ICT培训。因此，本研究的主要目的是研究教师培训师对ICT培训的转移，分析其上述变量与他们的性别，ICT自我效能以及一系列ICT个人因素之间的结构关系。这项研究使用了结构方程模型，该模型使用了从117名中小学教师培训师那里收集的数据，他们参加了希腊国家教师培训师国家ICT转移培训计划。结果表明，与信息通信技术相关的自我效能与转移培训措施之间有着密切的联系。性别和信息通信技术因素都导致其信息通信技术自我效能测评水平的显着差异。信息通信技术专业知识和性别突出了模型中重要的关系路径，而性别似乎也起了调节作用。性别和信息通信技术因素都导致其信息通信技术自我效能测评水平的显着差异。信息通信技术专业知识和性别突出了模型中重要的关系路径，而性别似乎也起了调节作用。性别和信息通信技术因素都导致其信息通信技术自我效能测评水平的显着差异。信息通信技术专业知识和性别突出了模型中重要的关系路径，而性别似乎也起了调节作用。