Exploring English Teachers’ Instructional Experiences with Flipped Classroom Utilization

This qualitative phenomenological study explored English teachers’ instructional experiences with flipped classroom utilization in a private Montessori school in the Philippines during School Year 2025–2026. Five English teachers with more than ten years of teaching experience and more than five years of flipped classroom practice were selected through criterion sampling. Individual semi-structured interviews using six questions with probes were transcribed and analyzed through Braun and Clarke’s reflexive thematic analysis. Member checking and reflexive memos supported trustworthiness. Analysis of 95 coded responses generated three themes: Empowering English Communication, From Home to Classroom, and Teacher Flexibility and Inclusion. Teachers described growth in technological competence alongside continuing training needs, increased opportunities for learners to speak English, uneven readiness for pre-class work, dependence on home support, and the need for differentiated instruction and accountability routines. Teachers experienced flipped learning as compatible with Montessori principles. Implementation depended on technological capacity, home–school coordination, and flexible, inclusive teaching. Learner outcomes were described through teacher perceptions. The proposed FLIP-COMM enhancement program translates the themes into three Key Result Areas addressing these conditions.