Assessing the Influence of ChatGPT-Supported Self-Regulated Learning on Problem-Solving Skills of Novice Teachers

Abstract

The National Education Policy (NEP) 2020 emphasised the need to equip beginning teachers with essential 21st-century skills so they can meet the expected standards of professional competence. The influence of ChatGPT facilitated-self-regulated learning on the problem-solving skills of novice teachers of 2-year B.Ed. programme in relation to gender and management type was investigated by employing an ex-post-facto research design. Using simple random sampling, a sample consisting of 300 novice teachers was drawn from four universities located in West Bengal. The researcher gathered data by administering a self-developed test designed to assess problem-solving skills, which demonstrated acceptable consistency with a reliability coefficient of 0.78. The data were analysed using Student’s t-test. Findings revealed that the problem-solving skills of male and female novice teachers were found to be similar. Further, the findings revealed that novice teachers from state universities demonstrated significantly stronger problemsolving skills than their counterparts from private universities. The findings of the study might be implemented to improve the competency level of novice teachers in different contexts.