The relationship between teachers, competence and flipped classroom model in teaching in Lower Secondary Schools in Northern Region of Zanzibar, Tanzania.

Education

The study was carried out to assess the relationship between teachers’ competence and flipped classroom model in lower Secondary School in Northern Region of Zanzibar, Tanzania. The study employed a cross-sectional survey design using quantitative and qualitative approaches. A total of 400 respondents participated in the study and census sampling was employed since the entire population was used. Questionnaires and interview guide were the instruments used for data collection, the instrument was validated and the reliability coefficient of 0.98. The data was analysed using frequency, percentage, means and standard deviation. Spearman Rank Correlation analysis was used to analyze the relationship of variable at 0.05 level of significance, Interview was analysed using content analysis there was a significant relationship between teachers’ competence and flipped classroom model in teaching. Based on the findings, the following were the conclusions; Teachers’ competence affect the use of flipped classroom model in teaching. Based on the findings and conclusions the following recommendations were made: that teachers should offer refresher courses, workshop to improve their classroom management skills. There is need for head teachers to encourage teachers not only to stick on the flipped classroom alone but also to balance flipped classroom with face-to-face teaching also. And that Education Board especially in Zanzibar should ensure that teachers are monitored regularly and post-supervision conference is always arranged. And the Ministry of Education and Vocational Training should emphasize increasing sensitization, update courses, provide training and seminars, motivation of teachers, improve infrastructure and use of technology especially in hardship area/environment.

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