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

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.