Perceived impact of flipped classroom on university teachers’ teaching job demands and resources

Flipped classroom (FC) is a teaching method in which students come prepared to the classroom and start learning before the formal teaching situation. While its effects on the university students have been studied, there is a research gap regarding how FC affects university teachers’ job resources and demands. The aim of this study is to discover how university teachers experience teaching job demands and resources while implementing FC, and to identify what kind of demands and resources they describe. The data were gathered by interviewing university teachers (N = 9), who participated in an FC-pilot and received additional resources and support from a mentor. Interviews were analysed with qualitative content analysis to examine teachers’ descriptions of job demands and resources related to FC implementation. Four main categories concerning resources and demands were established: 1) Social 2) Teaching work 3) Organisational and 4) Developmental. The findings suggest that, in this supported FC-pilot context, teachers perceived FC as being associated with several job resources and demands. Teachers more frequently described FC-related experiences as resources than as demands.