Teaching and learning are social and cultural activities. Across cultures, people have different ways of communicating, interacting, and learning. Consequently, learning may not occur without understanding the role national cultures play on organizing and facilitating training events. This study is part of a larger study that took place over a period of 6 years, from 2013 to 2019, in West Africa. Using Hofstede et al.’s Six Cultural Dimensions model as a conceptual framework, the researcher sought to examine the extent to which factors of national culture influence the facilitation of professional learning among school principals in two West African countries. Findings indicated that facilitators adapted to national culture in the dimensions of Power Distance, Uncertainty Avoidance, and Long-Term Orientation. This study is significant because teaching does not always equate to learning, and understanding the role of cultural factors can improve learning transfer. If facilitators and practitioners understood how national cultures influence teaching, they would adapt and adjust their practices to the national cultures they serve to improve learning outcomes. Based on the study findings, the researcher offers recommendations for those practitioners who work with adults in international contexts and/or who attend to learners from various cultural backgrounds.

教与学是社会和文化活动。在不同的文化中，人们有不同的交流、互动和学习方式。因此，如果不了解国家文化在组织和促进培训活动中所起的作用，就不可能进行学习。这项研究是一项更大的研究的一部分，该研究从 2013 年到 2019 年在西非进行了 6 年的时间。使用 Hofstede 等人的六个文化维度模型作为概念框架，研究人员试图检验民族文化因素在多大程度上影响了两个西非国家学校校长的专业学习。调查结果表明，促进者在权力距离、不确定性规避和长期导向等方面适应了民族文化。这项研究很重要，因为教学并不总是等同于学习，了解文化因素的作用可以改善学习迁移。如果辅导员和从业者了解民族文化如何影响教学，他们就会根据他们所服务的民族文化调整和调整他们的做法，以提高学习成果。根据研究结果，研究人员为那些在国际环境中与成年人一起工作和/或照顾来自不同文化背景的学习者的从业者提供建议。他们会根据他们所服务的国家文化调整他们的做法，以提高学习成果。根据研究结果，研究人员为那些在国际环境中与成年人一起工作和/或照顾来自不同文化背景的学习者的从业者提供建议。他们将根据他们所服务的国家文化调整他们的做法，以提高学习成果。根据研究结果，研究人员为那些在国际环境中与成年人一起工作和/或照顾来自不同文化背景的学习者的从业者提供建议。