Factors Influencing the Decision to Use the Flipped Classroom Model by Primary School Teachers: A Case Study in Vietnam

This study analyzed the factors affecting teacher motivation (TM) and intention to use the flipped classroom (ITU) model of primary school teachers in Vietnam. Using the PLS‐SEM (structural equation modeling) structural model, data collected from 890 teachers showed that TM is essential in determining the level of FC acceptance. The results showed that teaching style (TS, β = 0.327), perceived effectiveness (PE, β = 0.281), and perceived ease of use (PEU, β = 0.265) were the factors that had the most decisive influence on TM. Besides, facilitating conditions (FCO, β = 0.146), teacher readiness (TR, β = 0.110), and personal desire (DE, β = 0.095) also had significant impacts. In addition, TM strongly impacts the intention to use the FC ( β = 0.512, p < 0.05), emphasizing that when teachers are highly motivated, they will tend to apply FC in teaching actively. The model can predict TM ( R 2 = 0.656) but is limited in explaining the intention to use the FC ( R 2 = 0.263), indicating that other factors have not been analyzed. The study emphasizes that to promote FC in education, it is necessary to enhance TM through training, resource support, and improved teaching conditions, making it easier for teachers to access and effectively implement FC.