Elementary School Teachers’ Attitudes Toward Flipped Classrooms

Abstract

This study aimed at examining Taiwanese elementary school teachers’ attitudes toward the cognitive, affective, and behavioral components of flipped classrooms from five factors: teacher–student interaction, parent–teacher communication, teaching effectiveness, student’s self-management, and management flexibility. The study results revealed that (1) teachers expressed positive attitudes overall toward flipped classrooms, (2) teachers agreed on the benefits of flipped classrooms regarding teacher–student interaction; (3) teachers expressed skepticism regarding the effects of this teaching method on parent–student communication. Suggestions for promoting flipped classroom strategies in elementary schools were subsequently proposed.