<![CDATA[This study examined critical success factors for flipped classroom implementation among 88 senior high school teachers from private schools in Metro Manila, Philippines, with relatively balanced representation across STEM (n=41) and non-STEM (n=47) disciplines. Analysis revealed an emergent Foundation-Quality-Support model wherein technology infrastructure and pedagogical quality factors achieved comparable critical status, indicating necessary technology-pedagogy integration. Ten factors achieved critical success status (≥60% essential), with technology access and reliability rated most critical (75.0%). MANOVA demonstrated marginally significant multivariate effects, with Student Factors showing substantial disciplinary differences. STEM teachers rated student accountability, self-regulation, conceptual-procedural balance, and assessment alignment significantly higher than non-STEM teachers. Thematic analysis confirmed discipline-specific implementation patterns: STEM teachers emphasized technology infrastructure and content complexity management, whereas non-STEM teachers emphasized pedagogical facilitation. Both groups identified student engagement, institutional support, content design quality, and equitable access as universally critical factors. Findings demonstrate that disciplinary differences manifest as variations in degree rather than categorical distinctions, challenging one-size-fits-all approaches and advancing flipped classroom theory toward epistemologically grounded, discipline-responsive implementation frameworks appropriate for well-resourced school contexts.]]>
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