To improve the academic achievement of the new maritime police officers, this study is to investigate that how much have an effect on the learner‘s personality type on academic achievement and transfer of training through academic self-efficacy. As a first result, academic self-efficacy by personality type showed difference in self-control efficacy and self-confidence. Among the four preference index of personality types, the self-regulated efficacy of the thinking type(T) was higher than the one of the feeling type(F) in the decision-making index, and extraversion(E) and intuition(N) type showed higher self-confidence than introversion(I) and sensing(S) type in the attitude index and information recognition index. Second, as a result of analyzing the direct effects of personality type on academic achievement and transfer of training, thinking(T) type had higher academic achievement than feeling type(F) in the decision-making index, and thinking type(T) was higher than feeling type(F) in the effect of transfer of training. Third, as a result of analyzing the indirect effect of personality type on academic achievement and transfer of training as the mediated effect of academic self-efficacy, it showed that thinking type(T) learner's academic achievement and transfer of training was higher than others in the decision-making index, and personality type was found to have an indirect effect on educational performance through academic self-efficacy. In conclusion, academic self-efficacy, which varies according to individual personality type, showed different academic achievement and transfer of training effect for the learners with same education. As the theoretical basis of this study, it is expected that personality type, mediated with academic self-efficacy, which influences academic achievement and transfer of training, is to contribute to learner-centered education management and teaching instruction.