Bihar Public Service Commission (BPSC) is responsible for taking the exam for filling vacancies for the post of Head Masters in Higher Secondary Schools. Officers are expected to receive a large number of applications for the head teacher post, so BPSC has decided to conduct a written examination for the selection of eligible candidates only. Examination pattern is necessary to understand the BPSC Head Master Syllabus 2025 and start the exam preparation. The subject-wise subject to be prepared for BPSC written examination will be provided in the syllabus. The marking scheme is also very important as it helps the candidates to form a preparation strategy.
BPSC Head Master Selection Process 2025
For the selection of candidates for the posts of Chief Teachers, a written examination will be conducted. There will be no other phase in BPSC’s head master selection process, candidates will have to score minimum qualifying marks in the written examination to be selected. The written examination will be for a total of 150 marks. The BPSC Head Master Examination will include two parts IE general knowledge and the second part will include B.ED subjects. The final merit list will be released with the name of selected candidates after the written examination by Bihar Public Service Commission.
BPSC Head Master Exam Pattern 2025
The written examination for BPSC Head Master Post will include 150 objective-type questions, candidates will be given a total of 2:30 hours to complete the exam. Check the full BPSC head teacher exam pattern from the points and table below.
- The written examination will be for a total of 150 marks and it will include multiple-cold questions (MCQs).
- The exam will be conducted for a total period of 2:30 hours.
- Each correct answer is marks 1, and there are no negative marking criteria in the BPSC Head Master Examination.
| BPSC Head Master Exam Pattern 2025 |
| Papers |
Subjects |
Number of questions |
Mark |
| Paper I |
General knowledge |
100 |
100 |
| Paper 2 |
B.Ed subject |
50 |
50 |
| Total |
150 |
150 |
BPSC Head Master Syllabus 2025
BPSC Head Master Written Exam includes general knowledge and B.Ed themes. Candidates are advised to go well through the full subject-wise BPSC Head Master Syllabus 2025 provided in the article below.
BPSC Head Master Syllabus for General Knowledge
Questions of subjects like Indian politics, geography, general science etc. will be asked in BPSC Head Master written test i.e., in the first part of general knowledge. Other subjects prepared for general knowledge subject are listed below.
- general Science
- Current events of national and international importance.
- Played by the Indian National Movement and Bihar.
- Geography
- Indian politics
- Primary mathematics and mental capacity test.
BPSC Head Master Syllabus for B.Ed subjects
For B.Ed subjects, questions are asked from various units including different types of subjects. The unit-wise list of subjects is provided in the table below.
| BPSC Head Master Syllabus for B.Ed subjects |
| Units |
Subject |
| Unit 1 |
- Children and their childhood: cultural and historical understanding
- Reference to child rights
- Education, School and Society
- Understanding the role and effects of various factors in the process of socialization in school
- Education- General concept, purpose and nature of school education.
- Various grounds/approaches to understand education are philosophical, psychological, sociological, literature of education, history of education, etc.
- Concept of knowledge: philosophical approach
|
| unit 2 |
- Mahatma Gandhi-Hind Swaraj: underlining the relationship between social philosophy and education
- Gijubhai Badheka: Use the idea of experimentation in daydreaming education
- Rabindranath Tagore: Underlining the role of freedom and autonomy in learning education
- The book from Maria Montessori-The receptative mind, a chapter titled ‘Sequence of Development: outline the special practice in Children Learning’
- Jyotiba Phule-Hunter Commission (1882)
- Dr. Zakir Hussain-Educational Article: Underlining the importance of child-centered education
- J. Krishnamurti-What is education, underlining the role of dialogue in teaching-teaching
- John Davi -There is a need of life from the education and democracy article that is titled: Underlining education and society’s conversation
|
| Unit 3 |
- Courses and courses: concepts and diverse basis.
- Role of work and education in the curriculum
- Educational psychological factor
- Child development concept factor affecting various dimensions of development
- Understanding of the development and development interrelation of studies
- Understanding of physical and cognitive development of children
- Concept of creativity of special importance in the context of children
- Meaning of the concept, characteristic, importance of sports in terms of children’s development
- Special references for various dimensions of personality development for Ericsson’s principle
- Aspect of emotional development in John Balby’s principle and other ideas
- Principle of moral development and concept of children’s right and wrong
|
| Unit 4 |
- Ecce requirement and purpose
- Understanding a balanced and relevant ecce course
- Small and long -term objectives and planning of ecce courses
- Creating
- Various dimensions of development and learning in the initial years
- Special requirements (disabled) and children with early childhood care and education
- Physical education concept and importance
- Current status of early childhood care and education in Bihar
- The challenges and innovations of early childhood education in the state
- Expectations of institutions (educational and social) in the preparation of schools in the state
|
| Unit 5 |
- Important understanding of school culture, concept structure and organizational aspects of components.
- Changes in school system under Right to Education
- School organization and management in accordance with inclusive education?
- Changes in a school environment and classroom teaching through art-educated education
- The nature of classroom teaching is traditional, child-centered, democratic, creative, etc.
- Cum-reader and co-scolastic activities importance, planning and implementation (activities, art, sports, etc.)
- System of assessment and evaluation in school continuous and comprehensive evaluation, progress sheet
- Teacher Professional Development Concept Requirement, Policy Discussion and Seema
- School leadership system and teacher administrative, collective educational transformative
|
| unit 6 |
- Nearly District Level Institute Cluster Resource Center (CRC). Block Resource Center (BRC), District Institute of Education and Training (Diet), College of Elementary Teacher Education (PTEC)
- State Level Institute State Education Research and Training Council (SCERT). Bihar Education Project Council (BEPC). Bihar School Examination Board (BSEB), Bihar Sanskrit Education Board (BSSB). Bihar State Madrasa Education Board (BSMEB). Bihar Board of Open School Education and Examination (BBOSE)
- National Level Institutes National Council of Educational Research and Training (NCERT). Central Board of Secondary Education (CBSE). National institute
- Planning and Administration (NIEPA). National Council for Teacher Education (NCTE).
|
| Unit 7 |
- Different forms of inclusion and exclusion in Indian society
- Understanding of diversity and inequality in classes courses and educational references
- Nature and process of evaluation for inclusive education
- Reference to children with special requirements in the context of historical development, current status, challenges, Bihar
- Gender discrimination is prevalent in education system and school courses, textbooks, classroom processes
- With special reference to the student-teacher interaction role of education in gender sensitivity and equality-
- Equity, equality and education concept for the needs and obstacles of social justice
- Contemporary discourse on the identity of teachers, the concept of an ideal teacher
|
| Unit 8 |
- National Course Framework – 2005 and Bihar course framework 2008 with special reference to science, environment, mathematics, language and social science teaching
- Importance and use of audio-video, and multimedia equipment in teaching teaching
- ICT integration with learning plan and other schoolwork
|
