Purpose Flipped classroom (FC) is a potential approach that encourages active learning and enhances student performance while reducing the failure rate in education. This study was carried out to present the conceptual model of FC adoption by students in higher education. Design/methodology/approach This was a cross-sectional study in which 110 medical students from Tabriz University of Medical Sciences, Tabriz, Iran, were selected by convenience sampling methods as the sample population. An extended technology acceptance model (TAM) was applied to determine the students’ intention concerning the FC adoption. A research-based questionnaire, the validity and reliability of which have been approved, was used as the data collection instrument. The data was analyzed by SPSS v16, IBM. Correlation and regression methods have been used in the empirical study. Finally, the authorized model was presented. Findings The data show that subjective norms and perceived enjoyment have a direct and significant effect on perceived usefulness of the FC approach (ß = 0.32, P-value < 0.05), (ß = 0.7, P-value < 0.01). Also, we found that perceived usefulness (ß = 0.67, P-value < 0.01), perceived ease of use (ß = 0.51, P-value < 0.01) and self-efficacy (ß = 0.43, P-value < 0.01) have a direct and significant effect on FC adoption. Practical implications This study extended TAM and presented a validity model to elucidate student’s behavior concerning FC acceptance. Also, in this study, five determinant factors that affect successful adoption of FC have been clearly identified. The authors found that the new approach of learning such as FC should be an effective, attractive and enjoyable method. Originality/value The findings of this study should be considered when successful implementation of FC is in progress.

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BACKGROUND: Despite the multitude of studies comparing teacher burnout with an ample of variables, a need for seeking what English language teachers think about their job and the interfering variables regarding the context seems essential. The aim of this study was primarily to investigate the relationship between teacher burnout and job satisfaction of English language teachers and, then, to find out the impact of teaching experience and gender on teacher burnout and job satisfaction. MATERIALS AND METHODS: It was a mixed-methods study conducted on 103 teachers who were conveniently sampled and were investigated through questionnaires and interviews among high school English language teachers in Sistan and Baluchestan province. The sampling method was purposive, and data were collected through questionnaires and semi-structured interviews. Data analyses were performed using mixed–methods approach. RESULTS: The results revealed a moderate negative correlation between the first two elements of teacher burnout (emotional exhaustion and depersonalization) and job satisfaction ( P < 0.01), whereas a positive correlation was found between the next element, i.e., personal accomplishments and job satisfaction ( P < 0.05). Afterward, no statistically significant difference was detected between demographic characteristics (i.e., gender and teaching experience) ( P < 0.01). Then, 15 teachers voluntarily participated in the interview sessions and expressed their opinions about the way teachers see the environment they work in. CONCLUSIONS: There are factors that influence on the quality of teaching and learning processes and lead to burnout and job dissatisfaction; therefore, it seems advisable to remove them to reduce their negative effects.