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BPSC Head Teacher


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BPSC Head Teacher
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BPSC-Head Teacher/ 40506 Vacancies

Updated On : 22 Jun, 2022


The Bihar Public Service Commission is soon going to announce the exam date for the post of Head Teacher. Through this recruitment process, 40506 seats are going to be filled. Those who have applied for the exam should read this article as we are providing the whole exam relevant details here also you should head start your preparation. 

Exam Conducting Body

Bihar Public Service Commission

Post Name

Head Teacher in Primary School (Education Department Government of Bihar)

Application has started on

Application will End on

28 March 2022

02 May 2022

Application Fee

  1. General: INR 750/-
  2. SC / ST/PH (Bihar State): INR 200/-
  3. Female: INR 200/-



Total Vacancies


Important Dates



Notification Released on

23rd March 2022

Application Started On

28th March 2022

Last Date Of Fee Submission 

2nd May 2022 

Last Date To Apply

2nd May 2022

Last Date Of Correction

23rd May 2022

Exam Date

28th July 2022

Important Links

Official Website

Click Here

Official Notice

Click Here


General Studies



How To Apply

  1. First, go to the Bihar Public Service Commission Portal's official website.
  2. Now, on the homepage, click the Apply Online link.
  3. After that, you must complete the registration process in order to create your login.
  4. Then use your credentials to log in.
  5. Select the BPSC Head Teacher Recruitment Notification link from the drop-down menu.
  6. Read all of the information in it.
  7. Finally, choose an application form and fill in the required information.
  8. Submit the application to complete the registration process. Keep the reference number on hand for future use.

Application Fee


Application Fee


INR 750/-

SC / ST/PH (Bihar State)

INR 200/-


INR 200/- 


(a) Nationality

Candidate must be a citizen of India and resident of the State of Bihar. 

(b) Educational Qualification

  1. Candidates must hold a Degree of graduation from any recognized university with a minimum of 50% marks. 5% relaxation shall be given in the minimum prescribed marks to the candidates belonging to SC/ST/EBC/BC/Differently able/female and EWS. The degree of 'Aalim' obtained from Maulana Mazharul Haque Arbi & Persian University, Patna/Bihar State Madarsa Education Board and the degree of Shastri from Kameshwar Singh Darbhanga Sanskrit University will be treated to be equivalent to graduation. 
  2. Having qualified D.El.Ed/B.T/B.Ed./B.A.Ed/B.Sc.Ed/B.L.Ed. 
  3. Having qualified the Teachers Eligibility Test for those teachers who have been appointed in the year 2012 or onwards and Those Teachers who have been appointed before 2012 must be qualified for the Efficiency Examination.

(c) Age

The minimum and maximum age limit will not be set separately for the teacher working under the Government of Bihar, Panchayati Raj Institute and Municipal Institution, but the maximum age limit should not exceed the age of retirement to date 01.08.2021 which is fixed at 60 years. 


Selection will be based on two rounds:-

1. Written Examination

2. Interview


Exam Pattern

This written exam will be of 150 questions, which will be objective and multiple-choice, in which General Studies- 75 marks and D.El.Ed subject will be of -75 marks. Each question will be of one mark and there will be a negative marking of 0.25 for each wrong answer. The duration of the exam will be of 02 (two) hours.


No.of question



General Studies



2 Hours








General Studies:-

  1. General Science.

  2. Current events of national and international importance.

  3. Indian National movement and the part played by Bihar in it.

  4. Geography.

  5. Indian Polity.

  6. Elementary Mathemạtics and Mental Ability Test.


Unit -1

  • Children and childhood: social, cultural and historical understanding.
  • Reference to child rights: special discussion on children coming from marginalised sections.
  • Education, School and Society: Understanding the Interrelationships
  • Process of Socialisation in School: Understanding the Role and Effects of Different Factors
  • Education: General Concept, Objectives and Nature of School Education
  • Different bases/approaches to understand education: Philosophical, Psychological, Sociological, Literature of Education, History of Education, etc. Concept of Knowledge: Philosophical Perspectives


  • Mahatma Gandhi-Hind Swaraj: the relationship between social philosophy and education

  • Gijubhai Badheka – Daydreaming: the idea of experimentation in education.

  • Rabindranath Tagore – Education: Underlining the role of independence and autonomy in learning

  • From the book Maria Montessori-The Receptive Mind, the Chapter titled ‘Sequences of Development’: the Special Method in relation to children’s learning

  • Statement given to Jyotiba Phule (the Hunter Commission 1882): educational, social and cultural inequality

  • Dr. Zakir Hussain-Educational Articles: the Importance of Child-Centred Education

  • J. Krishnamurthy – ‘What is education: the role of dialogue in teaching-learning

  • Article titled ‘Education as a necessity of life’ from John-DV-Education and Democracy: the Interaction between  Education and Society


  • Curriculum and Curriculum: ideas, Concept.

  • Role of Work and Education in Curriculum: The Problem of Focused Pedagogy

  • Psychosocial factors affecting childhood to adolescence.

  • Child Development: Concept, Different Dimensions of Development, Influencing Factors.

  • Growth and Development: Understanding of Inter-relationships, Methods of Study.

  • Understanding the physical development and cognitive development of children.

  • Creativity: Concept, special importance in the context of children

  • Meaning of play: Concept, characteristic, importance in the context of children’s development

  • Various Dimensions of Personality Development: Special Reference to Erikson’s Theory.

  • Aspects of Emotional Development in Children: John Balby’s Theory and Other Ideas

  • Moral Development and Children: Concept of Right and Wrong, Theory of Jean Piaget and Kohlberg.


  • Need and purpose of ECCE.

  • Understanding of a contextualised and balanced ECCE curriculum.

  • Short & Long Term Objectives and Planning of ECCE Curriculum.

  • Creating a child-centred, development-friendly, and inclusive classroom environment.

  • Different dimensions of development and learning in the early years.

  • Children with special needs (disabled) and early childhood care and education.

  • Physical Education: Concept and Importance.

  • Current Status of Early Childhood Care and Education in Bihar.

  • Challenges and Innovations of early childhood education in Bihar.

  • Academic and Social expectations of institutions in the preparation of schools in Bihar.


  • Organisational Aspects of School Culture: A Critical Understanding of Concept, Structure and Components.

  • Changes in the school system under the Right to Education.

  • School organisation and management in line with inclusive education.

  • Change in school environment and classroom teaching through art integrated education?

  • Nature of classroom teaching: Traditional, child-centred, democratic, creative, etc.

  • Co-curricular and Co-Scholastic Activities: Importance, Planning and Implementation (Activities, Arts, Sports etc.)

  • System of Assessment and Evaluation in School: Continuous and Comprehensive Assessment, Progress Sheet

  • Teacher Professional Development: Concept, Need, Policy Discussion and Limitations.

  • School Leadership and Teachers: Administrative, Collective, Pedagogical, Transformational.


  • Nearby District Level Institutions: Cluster Resource Centre (CRC), Block Resource Centre (BRC), District Institute of Education and Training (DIET), College of Elementary Teacher Education (PTEC)

  • State Level Institutions: State Council of Education Research and Training (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 Schooling and Examination (BBOSE)

  • National Level Institutions: National Council of Educational Research and Training (NCERT). Central Board of Secondary Education (CBSE), National Institute of Educational Planning and Administration (NIEPA), National Council for Teacher Education (NCTE).


  • Different forms of inclusion and exclusion in Indian society (marginalised society, gender, children with special needs-disabled persons).

  • Understanding Diversity and Inequality in Classrooms: Curricular and Pedagogical Context.

  • Nature and Process of Assessment for Inclusive Education.

  • Reference to Children with Special Needs in Inclusive Education: Historical Development, Present Situation, Challenges, Context of Bihar

  • Gender discrimination prevailing in the education system and school: with special reference to curriculum, textbooks, classroom processes, student-teacher interaction

  • Role of Education in Gender Sensitivity and Equality

  • Education for Equity, Equality and Social Justice: Concepts, Needs and Constraints

  • The identity of teachers: Contemporary discourse, Concept of an ideal teacher


  • National Curriculum Framework – 2005 and Bihar Curriculum Framework – 2008 with special reference to science, environment, mathematics, language and social science in front of pedagogy

  • Importance and use of audio-video, multimedia tools in teaching-learning

  • Integration of ICT with the plan of Learning planning and school
















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