The Effect of Collaborative Quantum Learning Model on Teaching Self-Efficacy, Relational Trust of New Teachers, and Their Students’ Learning Outcomes

This study investigates the impact of the Collaborative Quantum Learning Model (CQLM) on teaching self-efficacy, relational trust, and student learning outcomes in elementary school settings. The research employed a quasi-experimental pretest-posttest design with control and experimental groups. Participants consisted of recent elementary education graduates with less than two years of teaching experience working in Tehran province schools. From the Ministry of Education's reported total of 13,154 eligible teachers, researchers selected 265 novice educators from Districts 10 and 11 of Tehran for initial screening. Through random assignment, 40 teachers were divided equally into experimental and control groups following baseline assessments of self-efficacy and relational trust. The experimental group participated in an 8-week CQLM intervention totaling 48 instructional hours. Three primary measurement instruments were utilized: the Teaching Self-Efficacy Scale (Tschannen-Moran & Hoy, 2001), the School Relational Trust Survey (Bryk, 2002), and standardized academic performance tests in mathematics, science, and Persian language. Analysis revealed statistically significant improvements in the experimental group for both teaching self-efficacy (F=10.96, p<.05) and relational trust (F=7.56, p<.05). However, no significant effect was observed on student learning outcomes (F=0.60, p=.44). Participant feedback indicated strong approval for the CQLM approach, with many teachers requesting program continuation. The model's effectiveness appeared linked to its alignment with professional development needs, innovative delivery methods, carefully selected content, and developmental approach to learning concepts.