Saudi High School EFL Teachers’ Attitudes Toward Implementing the Flipped Classroom Model in Jeddah City

Abstract

This study investigated the professional attitudes and contextual challenges regarding the implementation of the Flipped Classroom Model (FCM) among Saudi secondary school EFL teachers in Jeddah. Aligned with Saudi Vision 2030, the research utilized a descriptive survey design to examine the gap between technological integration policies and classroom realities. Data were collected from 32 EFL instructors via a structured questionnaire. Findings reveal a significant paradox: while teachers hold positive theoretical attitudes toward the FCM and recognize its potential to enhance student autonomy, actual instructional adoption remains low. Statistical analysis identified three primary barriers: inadequate technological infrastructure, a lack of specialized professional training in active learning, and classroom management anxieties. Furthermore, student resistance—specifically regarding pre-class preparation- hampers sustainable implementation. The study concludes that top-down digital resource provision is insufficient without concurrent, localized professional development and targeted administrative support. It recommends that the Ministry of Education transition toward contextualized pedagogical training that equips teachers with specific behavioral management strategies, thereby bridging the gap between national strategy and frontline practice.