BPSC Head Master Syllabus 2023 Check Bihar Head Teacher Exam Pattern Subject Wise

BPSC Head Master Syllabus 2023 Check Bihar Head Teacher Exam Pattern Subject Wise on the authorized portal of Bihar board https://www.bpsc.bih.nic.in/. Applicants who are curious to take the exam, We are here to help you with best possible solution for written examination. The Bihar PSC headmaster syllabus and exam pattern released on official site. Aspirants can further look into it and download Bihar PSC Headmaster Syllabus from web page given below. The moment you have syllabus and pattern of BPSC headmaster Examination 2023, start preparing for it at the earliest.

BPSC Head Master Syllabus 2023

The Bihar Public Service Commission released the notification regarding the BPSC Head Master exam pattern and BPSC Head Master Syllabus 2023 on the authorized site. The total number of vacancies for this post is around 6,429 in total. This year, a large number of candidates are planning to take BPSC Headmaster Application Form 2023. Therefore, Aspirant must be looking for syllabus for preparing for written examination. It’s crucial to start preparing for the examination at earliest so that you may score as per BPSC Merit List. You can find out Bihar PSC Headmaster Syllabus 2023 and Exam pattern on this web page.

BPSC Head Master Syllabus 2023

@bpsc.bih.nic.in Head Master Exam Syllabus 2023 Check Highlights

Name of the Organization Bihar Public Service Commission
Designation Head Master
Total number of vacancies 6429
Location of the Job Bihar
Authorized Portal https://www.bpsc.bih.nic.in/
Last date for the Application Form Announce Soon
BPSC Head Master Exam Date Available Soon

Check Bihar HM Exam Pattern 2023 Head Master

  • Type of Examination- Written Examination
  • Type of the questions asked in the paper- objective type (MCQs)
  • Total number of Marks- (One Hundred and Fifty) 150
  • Each right answer carries- 01 mark
  • For each wrong answer (Negative Marking)- .25
  • Total time Duration- 120 Minutes (2 Hours)
Name of the Subjects Number of questions Total number of Marks
General Studies Hundred (100) Hundred (100)
B. Ed questions Fifty (50) Fifty (50)
Sum up In total 150 questions will be asked (One Hundred and Fifty) 150

Bihar PSC Headmaster Subject Wise Syllabus 2023 PDF

Dear friend, nowadays the evaluation for examination has become quite tough for candidates who take the examination. The biggest hurdle for candidates are how to prepare for BPSC Headmasters Examination, the pattern of question paper, Time management, going through the whole Syllabus, thereafter revision of the syllabus, and much more. To prepare for examination as per pattern is very important. The syllabus of BPSC Headmaster covers complete topics which are important for the post of Headmaster. You can check out Syllabus below-

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  • Indian national movement and the part played by the Bihar in its’
  • General science
  • Indian economy
  • Current events of national and international importance
  • Indian polity
  • History of India and salient features of the history of Bihar
  • Geography
  • Elementary mathematics ‘and mental ability test”

“Syllabus of bachelor of education in the universities of Bihar


  • Children and their childhood: The contextual Realities of Bihar
  • Factors affecting adolescence: social, cultural, political, and economic
  • Dimensions of individual development: physical, cognitive, language, social and moral their interrelationships and implications for teachers (concerning Piaget Erickson and Kohlberg)
  • Understanding Childhood: Developmental Perspective
  • Adolescence: assumptions, stereotypes, and need of a holistic understanding
  • The contextual reality of adolescence in Bihar


  • Inequalities and resistances in society: issues of access, retention, and exclusion
  • Understanding of differently-Abled learners: slow learners and dyslexic learners
  • Socialization and the context of school: impact of entry to School – school as a social institution and its notions in Bihar, value formation in the context of schooling
  • The difference in learners based on Socio-cultural contexts: impact of home languages of learners and language of instruction, the impact of the differential cultural capital of learners
  • Methods of assessing individual differences: tests, observation, rating scales self


  • School as a site of identity formation in teachers and students; school, culture and ethos, teaching-learning practices and teacher discourse in the classroom evaluation practices; value system and hidden curriculum in school
  • Understanding Identity Formation: the emergence of multiple identities in the- formation of a person placed in various social and institutional contexts; the need for inner coherence; managing conflicting identities
  • Non-Formal constitutional provisions on education that reflect National ideals: Democracy equality, liberty, secularism, and social injustice
  • Concept: Meaning and definitions of education, Processes of education-schooling Instruction, Training and Indoctrination, Modes of education formal Informal and
  • Education for National development: Education commission (1964-66)


Philosophical systems: Schools of philosophy, Idealism, Naturalism, Pragmatism’ Marxism and Humanism with special reference to their concepts of reality, knowledge, and values, and their educational implications for aims Curriculum, methods of teaching and discipline

Western Thinkers: Plato, Rousseau, Dewey,

Philosophy and Education: Meaning and definitions of philosophy, Branches of philosophy and their relationship with educational problems and issues

Indian Thinkers: RN. Tagore, M.K. Gandhi, Swami Vivekananda, Aurobindo Ghose, Jiddu Krishnamurthi, and Giiiubhai Badheka


  • Prevailing nature and forms of Inequality, including dominant and minor groups and related issues
  • Differential quality in schooling: variations in school quality
  • Meaning of equality and constitutional provisions
  • Inequality in schooling: Public-private schools, rural-urban schools, single teacher schools and many other forms of inequalities in school system 3nq 1tr” processes leading to disparities
  • Right to Education: Bill and its provisions.


  • Relationship of learning with school performance and ability of the learner
  • Concept of Motivation; types, techniques of enhancing motivation
  • Learning principle in learning problem solving Basic Assumptions and analysis of the relevance of Learning Theories Social, Cognitive & Humanistic learning theories learning as a process of construction of Knowledge-Constructivist Behavioral, Approach to learning
  • Meaning of learning to learn skills; ways of developing self-study
  • Forgetting classroom learning-meaning and its causes; strategies for improving retention of learning


  • Characteristics associated with effective teachers; Teacher professional identity – what does it entail?
  • An analysis of teacher’s roles and functions, skills and competencies in the Pre-active phase – visualizing, decision-making on outcomes, preparing and organization; Interactive phase – facilitating and managing to learn; Post-active phase – assessment of learning outcomes reflecting on pre-active, interactive and post-active processes
  • Visualizing: The learner and learning readiness characteristics, the subject matter content and their inter-linkages, the learning resources, approaches/strategies
  • Preparing for instruction: Identifying selecting available learning resources or developing required learning resources.
  • Decision making on outcomes: Establishing general instructional goals, specification of objectives, and standards for learning allocation of instructional time for various activities/tasks-instructional time as a variable in learning
  • Preparation of a plan: Unit plan and Lesson plan


  • Questioning Illustration and explanation as teacher competencies influencing student learning in the classroom
  • Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills
  • The strategy of Teaching -a) Expository Strategy as an approach. LA-teaching for
  • Understanding: Presentation – discussion – demonstration, the Advance Organizer
  • Inquiry Strategy as an approach to teaching ‘thinking skills and construction of
  • Approaches to Small Group and Whole group Instruction: Cooperative and
  • Knowledge: Concept attainment/ Concept formation, Inductive thinking Problem-based learning/Project Based Learning
  • Collaborative approaches to learning- Brainstorming Roleplay and Dramatization, Group discussion, simulation and Games, Debate, Quiz and seminar


  • The social and cultural context of language: Language and Gender, Language and Identity language and Power, language and Class (Society)
  • How children learn a language with special reference to Chomsky, Piaget, and Vygotsky.
  • The political context of language; multilingual perspective of India and Bihar
  • Language and construction of knowledge; understanding the objectives of learning
  • Constitutional provisions related to languages in India
  • Position of Languages in India; articles 343-351, 350A
  • Languages; imagination, creativity, sensitivity, skill development
  • A critical review of Medium of Instruction; Different school subjects as registers


  • What are Academic Disciplines? Need/Perspectives of the classification of Human
  • The Philosophical Perspective: Unity and plurality
  • Knowledge into disciplines & Subjects
  • The Sociological Perspective: Professionalization and Division of Labor
  • The Anthropological Perspective: Culture and Tribes
  • The Historical Perspective: Evolution and Discontinuity
  • What criteria can be used for quality assurance of interdisciplinary subjects
  • The educational Perspective: Teaching and Learning Research in subject/discipline- Methods of data collection in the subject Drawing conclusion, generalization, and theory development Preparing & reference notes and
  • The Management Perspective: Market and organization
  • What is Interdisciplinary learning? The interdisciplinary learning-a dialectical process


  • The paradigm shift from women studies to gender studies
  • Hislo-fiscal background: Some landmarks from social reform movements of the nineteenth and twentieth centuries with a focus on women’s experiences of education
  • Equity and equality in relation with caste, class, religion, ethnicity, disability, and Region
  • Teacher as an agent of change
  • Gender, culture, and institution: Intersection of class, religion, and region
  • Methods, Inductive deductive, lecture, discussion, multilingual, source method observation method, laboratory method, project, and problem-solving method and their advantages and limitation & comparisons


  • Ideologies and educational vision; (iii) economic necessities; (iv) technological
  • Determinants of the curriculum at the nation or state-wide level; (i) social-political culture-geographical-economic diversity; (ii) socio-political aspirations, including
  • Possibilities; (v) cultural orientations; (vi) national priorities; (vii) system of ior”*”n.” and power relations; and (vii) international contexts
  • Concept of test, measurement, examination, appraisal, evaluation and they’re inter relationships
  • Determinants of the curriculum at the nation or state-wide level; (i) social-political culture-geographical-economic diversity; (ii) socio-political aspirations, including
  • Purpose and objectives of assessment-for placement! Providing feedbacks grading promotion, certification, diagnostic of learning difficulties
  • Concept of an inclusive school- infrastructure and accessibility, human resources attitudes to disabling whole school approach, community-based education
  • Reporting students performance- progress reports, cumulative records profiles, and their uses, Portfolios.
  • Understanding peace as a Dynamic Social Reality
  • Concept of health, importance, dimensions, and determinants of health; Health needs of children and adolescents, including differently-abled children
  • Developing Resources in Schools for Guidance”

Total number of vacancies as per the Category

 Category of the Candidate Number of Vacancies
General category 2571
Other Backward Classes 769
EWS 639
EBC 1157
Backward Classes females 192
Scheduled Caste 1027
Scheduled Tribe 66

How to download BPSC Head Master Syllabus 2023

  • Initially, visit the authorized portal of BPSC Head Master i.e. https://www.bpsc.bih.nic.in/
  • On the title page, find out the link for the “BPSC Head Master Syllabus”
  • Tap on it, and a new page will appear on your desktop
  • Then select “Syllabus General Studies and B.Ed link”
  • After selecting it, the syllabus will appear on the desktop in the form of a PDF.
  • For further use, you may take the printout of it.

Points to remember

  • To complete the answer sheet the candidate will get 2 hours.
  • There will be 150 questions in total
  • There will be no interview
  • Unanswered questions will carry zero (0) marks
  • The examination consists of 150 marks i.e. each question is for 1 mark.

BPSC Head Teacher 2023: Syllabus Download PDF

Subject Download PDF
Section – I General Studies Download PDF
Section – II D.El.Ed. Download PDF

FAQs Regarding Bihar HM Exam Syllabus

Que-1. How many questions will be asked in BPSC Head Master Question Paper?

Ans- Total 150 Questions asked in Bihar HM Written Exam. These questions are 150 Marks also.

Que- 2. How the download BPSC Head Master Exam Pattern & Syllabus?

Ans- Applicants can visit direct link https://www.bpsc.bih.nic.in/ to collect Bihar HM Exam Syllabus & Pattern also.

Que- 3. Is there Negative marking in Bihar Head Master Written Exam?

Ans- Yes, In BPSC HM Written Exam, There will be 0.25 marks

Note:- If any candidates have query or suggestion regarding BPSC Head Master Syllabus 2023 Check Bihar HM Exam Pattern Subject Wise then comment us in below box.

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