عنوان مقاله [English]
The aim of present study is to investigate the effect of Flipped Classroom approach on the professional attitude and self-efficacy of high school teachers in Tehran. The present study is a non-empirical quantitative researchwith a causal-comparative (retrospective) method. The statistical population included all high school teachers at 22 districts of Tehran who adopted inverse teaching method. Using purposive available sampling method, 15 teachers who had the highest score in terms of gender, years of experience, type of employment, and the district of service were selected as the study group. 15 counterparts who were teaching via the conventional methods were selected as the control. To investigate the effectiveness approach, the dependent variables of professional attitude and self-efficacy were examined by the questionnaires of Yazdanpanah (2014) and schannen-Moran&WoolfolkHoy(2001)respectively. To analyze data, multiple analysis of variance and one-way analysis of variance were used. The results indicate that the level of the professional attitude and self-efficacy in general and the components of self-efficacy were significantly higher for teachers usingflipped classroom methods than teachers who used conventional methods in their class. As a conclusion, it can be stated that Flipped Classroom approach is effective on improving the professional attitude and self-efficacy among high school teachers.
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