The teacher’s competence implementation of lower secondary schools in the northern Zanzibar: Effects of flipped classroom model

Implementing competency-based curricula and flipped classroom models in Zanzibar's secondary schools presents both challenges and opportunities. This study examined the correlation between teachers’ competencies and the adoption of the flipped classroom model, especially among those trained in conventional pedagogical methods. Key obstacles include limited IT skills, reluctance to adopt digital tools, insufficient parental support, inadequate teaching resources, and a lack of tech-proficient educators. A descriptive correlational design was used, surveying 400 respondents from 26 lower secondary schools in Zanzibar’s Northern Region. Data were collected through the Teachers' Competence and Flipped Classroom Model of Teaching Questionnaire (TCFCQ) and analyzed using frequency distributions and Spearman rank correlation at a 0.05 significance level. Findings showed significant positive correlations between the flipped classroom model and four teacher competencies: classroom management (ρ = 0.188), instructional delivery (ρ = 0.195), formative assessment (ρ = 0.648), and communication (ρ = 0.509). While classroom management and instructional delivery were relatively strong, assessment and communication skills need improvement for effective flipped learning integration. The study recommends targeted professional development and greater government investment in digital pedagogy, technology integration, and instructional design to enhance teachers' competencies and improve student learning outcomes in secondary education. Keywords: F