BPSC Bihar Head Teacher Syllabus 2022: Check complete syllabus, exam pattern and more!

Safalta Expert Published by: Harshita Pathak Updated Fri, 25 Mar 2022 09:23 AM IST


In this article, we have provided you with the complete details for the BPSC Bihar Head teacher 2022 syllabus and exam pattern. 

The Bihar Public Service Commission (BPSC) has announced 40506 openings for Bihar Public Service Commission (BPSC) Head Teachers/ Headmasters in Primary Schools under the Education Department of the Government of Bihar. On March 23, 2022, the BPSC Head Teacher Recruitment 2022 announcement was issued. Interested persons may apply for the position of Head Primary Teacher beginning March 28, 2022. The deadline for application submission is April 22, 2022. Before applying for any post, the candidate must learn about the syllabus and exam pattern. In this article, we have provided you with the complete details for the BPSC Bihar Head teacher 2022 syllabus and exam pattern. You may also read BPSC Bihar Head Teacher Eligibility 2022.
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BPSC Head Teacher Vacancy 2022: Overview

Name of the Post Head Teacher (Primary)
Name of the Organisation Bihar Public Service Commission (BPSC)
Name of the Exam BPSC Head Teacher Recruitment 2022
Vacancy 40506
Selection Process Written Test & Interview
Job Location Bihar

BPSC Headmaster Syllabus 2022

Candidates who apply for the BPSC head teacher position must be familiar with the test structure, marking scheme, and syllabus.
Subject No. of Questions Marks
General Studies 100 100
Questions related to B.Ed 50 50

BPSC Headmaster Syllabus 2022: Paper I (General Studies)

Subject Name
Bihar, Indian and World history with special emphasis on Bihar culture and Indian National
Indian Polity, Indian Economics with special emphasis on Bihar
Use of Computers and Information Technology in Teaching
Bihar, India, World Geography
General Science

You may also read BPSC Bihar Head Teacher Salary 2022

BPSC Headmaster Syllabus 2022: Paper-II (General Awareness about Education and Educational Administration/ B.Ed)

Unit 1

  • Understanding Childhood
  • Children and their childhood:
  • Dimensions of individual development:
  • Adolescence
  • Factors affecting adolescence
  • The contextual reality of adolescence in Bihar

Unit 2

  • Socialization and the context of school
  • Inequalities and resistances in society
  • The difference in learners based on socio-cultural contexts
  • Understanding of differently-abled learners:
  • Methods of assessing individual differences

Unit 3

  • Understanding of Identity Formation
  • School as a site of identity formation in teachers and students
  • Concept and  Meaning and definitions of education
  • Constitutional provisions on education that reflect National ideals
  • Education for National development

Unit 4

  • Philosophy and Education
  • Philosophical systems
  • Indian Thinkers
  • Western Thinkers

Unit 5

  • Meaning of equality and constitutional provisions
  • Prevailing nature and forms of Inequality, including dominant and minor gyqups and related issues
  • inequality in schooling
  • Differential quality in schooling
  • Right to Education

Unit 6

  • Concept & Nature of Learning
  • Basic Assumptions and analysis of the relevance of Learning Theories Social, Cognitive & Humanistic learning theories
  • Learning as a process of construction of Knowledge-Constructivist Approach to learning
  • Relationship of learning with school performance and ability of the learner
  • Concept of Motivation;
  • Forgetting classroom learning-meaning and its causes;
  • Meaning of learning to learn skills; ways of developing self-study

Unit 7 

  • An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase
  • Characteristics associated with effective teachers
  • Visualizing
  • Decision making on outcomes
  • preparing for instruction
  • Preparation of a plan, Unit plan and Lesson plan

Unit 8

  • Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills.
  • questioning Illustration and explanation as teacher competencies influencing student learning in the classroom;
  • Strategy of Teaching
  • Approaches to Small Group and Whole Group Instruction

Unit 9

  • How children learn a language with special reference to Skinner, Chomsky, Piaget and Vygotsky.
  • The social and cultural context of language
  • The political context of language
  • Language and construction of knowledge
  • A critical review of Medium of Instruction
  • Position of Languages in India; articles 343-351, 350A

Unit 10

  • What are Academic Disciplines? Need/Perspectives of the classification of Human knowledge into disciplines & Subjects;
    •  The Philosophical Perspective: Unity and plurality
    • The Anthropological Perspective: Culture and Tribes
    • The Sociological Perspective: Professionalization and Division of Labour
    •  The Historical Perspective: Evolution and Discontinuity
    • The Management Perspective: Market and organization
    • The educational Perspective: Teaching and Learning
  • Research in subject/discipline:
  • What is Interdisciplinary learning?
  • What criteria can be used for quality assurance of interdisciplinary subiects?

Unit 11

  • Equity and equality in relation to caste, class, religion, ethnicity, disability and region
  • The paradigm shift from women’s studies to gender studies
  • Historical background
  • Gender, culture and institution
  • Teacher as an agent of change
  • Methods, Inductive deductive, lecture, discussion, multilingual, source method ‘ observation method, laboratory method, project and problem-solving method and their advantages and limitation & comparisons

Unit 12

  • Determinants of the curriculum at the nation or statewide level
  • The concept of the test, measurement, examination, appraisal, evaluation and their inter-relationships
  •  Purpose and objectives of assessment-for placemen! providing feedbacks’ grading promotion, certification, diagnostic of learning difficulties
  • Reporting student’s performance- progress reports, cumulative records’ profiles and their uses, Portfolios.
  • Concept of inclusive school infrastructure and accessibility, human resources’ attitudes to disability, whole-school approach, community-based education
  • Concept of health, importance, dimensions and determinants of health; Health needs of children and adolescents, including differently-abled children
  • Understanding peace as a Dynamic Social Reality
  • Developing Resources in Schools for Guidance

BPSC Headmaster Exam Pattern 2022

Candidates must answer 150 questions in 120 hours (2 hours).

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The questions will be of the Objective-Type Multiple-Choice variety. For each accurate answer, candidates will earn one point. However, 0.25 points will be removed for each incorrect response. As a result, they should not rely on conjecture and should only answer questions about which they are certain. Candidates can refer to the table below for more information.

Total Number of Questions 150
Type of Questions Objective-Type Multiple-Choice Questions
Duration 2 hours
Marking Scheme 1 mark given for each correct answer
0.25 marks were deducted for each wrong answer.

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How many questions are there in the BPSC Head Teacher Exam 2022 question paper?

The candidates have to answer 150 questions in the exam.

Can I fill out the application form in the SC category if I don\’t have the caste certificate at present?

No, the candidate must have the caste certificate to avail of the reservation.

Is there any negative marking in BPSC Head Teacher Recruitment 2022?

Yes, 0.25 marks will be deducted for each wrong answer.

What is the start date to apply online for BPSC Headmaster Primary Recruitment 2022?

The start date to apply online is March 28, 2022.

How many vacancies are there for the post of BPSC Headmaster Primary Recruitment 2022?

There is a total of 40506 vacancies available for the post.

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