International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

A Widely Indexed Open Access Peer Reviewed Multidisciplinary Bi-monthly Scholarly International Journal

Call for Paper Volume 7, Issue 3 (May-June 2025) Submit your research before last 3 days of June to publish your research paper in the issue of May-June.
Submit Research Paper Join as a Reviewer

Plagiarism is checked by the leading plagiarism checker TurnItIn

Call for Paper

Volume 7 Issue 3
May-June 2025

Submit your research paper

Indexing Partners
Academia Advanced Sciences Index Bielefeld Academic Search Engine CiteSeer DRJI Google Scholar Independent Search Engine & Directory Network ISI (International Scientific Indexing) Issuu Mendeley Research Networks
RefSeek ResearcherId - Thomson Reuters ResearchGate Scirus Scribd Semantic Scholar UTeM - Universiti Teknikal Malaysia Melaka Wiki for Call for Papers WorldCat Zenodo

Teacher Competencies and Digital Effectiveness: A Flipped Classroom in Zanzibar Lower-Secondary Schools

Author(s) Mr. Othman Ngwali Haji, Basake Julius Alochere, Tom Kabage Mokua, Specioza Asiimwe
Country Tanzania
Abstract This study examined the use of the flipped classroom model in teaching lower secondary schools in the Northern Region of Zanzibar, Tanzania, paying particular attention to the alignment of teachers' professional skills and learners' academic achievements. This study employed a mixed-methods design that integrated quantitative surveys with qualitative interviews to assess teachers' understanding of the flipped classroom approach, their self-reported competencies in essential areas (classroom management, instructional delivery, formative assessment, and communication skills), and the perceived effectiveness of this pedagogical strategy. The findings reveal that while teachers demonstrate strong awareness of the flipped classroom model, significant gaps exist in formative assessment practices and the utilisation of technology, which hinders effective implementation. This study highlights disparities in student access to technology and reliable Internet, raising concerns about equity in educational opportunities. Through a thematic analysis of the interview responses, this research reflects the need for enhanced professional development programs to strengthen teacher competencies and address infrastructural barriers. The implications of these findings emphasise the importance of comprehensive support systems that promote the effective adoption of innovative pedagogies, such as the flipped classroom, aimed at improving educational outcomes and student learning engagement.
Keywords Teacher Competencies, Digital Effectiveness: and Flipped Classroom
Field Sociology > Education
Published In Volume 7, Issue 3, May-June 2025
Published On 2025-05-23
DOI https://doi.org/10.36948/ijfmr.2025.v07i03.45571
Short DOI https://doi.org/g9mnxg
View / Download PDF File

Share this



E-ISSN 2582-2160
CrossRef

CrossRef DOI is assigned to each research paper published in our journal.

IJFMR DOI prefix is
10.36948/ijfmr

Downloads
Research Paper Format Copyright Permission Form and Undertaking Form Cover Page Vol 7 Isu 3Cover Page Vol 7 Isu 2Cover Page Vol 7 Isu 1

All research papers published on this website are licensed under Creative Commons Attribution-ShareAlike 4.0 International License, and all rights belong to their respective authors/researchers.

CC-BY-SA Open Access

About IJFMR
Fees & Payment
Current Issue
Publication Archive 		Submit Research Paper
Track Submission Status
Publication Guidelines
Publication Ethics
Peer Review & Plagiarism 		Join as a Reviewer
Editors & Reviewers
Reviewer Referral Program
Get Reviewer Membership Certi. 		Website/Journal Policies
Usage Policy
Content Policies
Privacy Policy
Contact Us +91-9687-828-838 editor@ijfmr.com