BPSC HEADMASTER RECRUITMENT

BPSC HEADMASTER OVERVIEW:

The Bihar Public Service Commission conducts numerous examinations for the various posts annually. As per the latest updates by the commission, the total number of 6421 posts are declared for the post of Headmaster. Candidates can apply for this post from 5th March 2022 to 28th March 2022. Those candidates who want to appear in the examination should read this notification once, to know the eligibility criteria for this examination.

Link to the Official Notification: https://www.bpsc.bih.nic.in/Advt/NB-2022-03-04-02.pdf 

Important Dates

BPSC HEADMASTER APPLICATION:

How To Apply

• Candidates can go through the official website of the recruitment board i.e. Click Here

• Fill your required details carefully.

• Upload your required documents in the needed size and format.

• Pay your application fee via net banking.

• Download your application response and take a printout of the same.

• One shouldn’t be required to post their application and documents to the authority. The whole process will be followed online only.

Application Fee

Admit Card Or Hall Ticket

Admit Card will be available on the official website of Click Here  before 10-15 days of the examination. Admit Card is the document in which your Name, Examination Date, Examination Centre, Examination Shift and all the required details are mentioned without this you are not permitted to enter the examination hall. 

In case you are facing any trouble in downloading your admit card, you can follow the below mentioned steps:

1. Firstly, visit the official website by clicking this link Click Here.

2. Click on download the admit card.

3. Now, enter your required details carefully.

4. After this your admit card will appear on the screen, download it and take a printout of the same for further processing.

BPSC HEADMASTER ELIGIBILITY CRITERIA:

(a) Nationality

Candidates must be Indian and residents of state Bihar.

(b) Educational Qualification 

• Candidates must be post-graduate from a recognised university with at least 50% marks.

• Candidates must be cleared B.ed/ B.A.ed/ B.SC.ed examination.

• Candidates must be qualified in the “Teacher Eligibility Test” conducted to recruit teachers on or after 2012.

(c) Experience

(i) Minimum l0 Years of continuous service on the post of Secondary Teacher in State Government School under Panchayati Raj Institution or Municipal Body Institution. 

(ii) Minimum 12 Years of continuous service on the post of Secondary Teacher in School having permanent affiliation from C.B.S.E./I.C. S.E./B.S.E.B.

(iii) Minimum 08 Years of continuous service on the post of Senior Secondary Teacher in State Government School under Panchayati Raj Institution or Municipal Body Institution. 

(iv) Minimum l0 Years of continuous service on the post of Senior Secondary Teacher in School having permanent affiliation from C.B.S.E./I.C. S.E./B.S.E.B.

(d) Age

Candidates must be between 31 to 47 years of the age. To check the relaxation in age candidates are advised to visit the official notification.

The retirement is fixed at the age of 60.

BPSC HEADMASTER EXAM PATTERN:

Examination will be conducted in Objective Type for 150 marks.

Each right answer will be rewarded as 1 mark and 0.25 mark will be deducted for each wrong answer.

There will be no Interview for this post.

BPSC HEADMASTER SYLLABUS:

GENERAL STUDIES

The subject of General Studies will include questions covering the following fields of knowledge:- 

• General Science. 

• Current events of national and international importance. 

• History of India and salient features of the history of Bihar. 

• Indian National movement and the part played by the Bihar in it' . . Geography. Indian Polity. 

• Indian Economy. 

• Elementary Mathematics and Mental ability test' 

For Detailed Syllabus Click Here.

UNIT.1

• Understanding Childhood: Developmental Perspective

• Dimensions of individual development: physical, cognitive, language, social and moral their interrelationships and implications for teachers (concerning Piaget Erickson and Kohlberg)

• The contextual reality of adolescence in Bihar

• Adolescence: assumptions, stereotypes and need of a holistic understanding

• Children and their childhood: The contextual Realities of Bihar

• Factors affecting adolescence: social, cultural, political, and economic

UNIT.2: 

• Understanding of differently-Abled learners: Slow learners and dyslexic learner

• Inequalities and resistances in society: Issues of access, retention and exclusion

• 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

UNIT.3: 

• Education for National Development: Education commission (1964-66)

• Concept: Meaning and definitions of Education, Processes of education-schooling Instruction, Training and Indoctrination, Modes of education formal and Informal 

• 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

• 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

• Non-Formal constitutional provisions on education that reflect National ideals: Democracy equality, liberty, secularism and social injustice

UNIT-4: 

• Western Thinkers: Plato, Rousseau, Dewey,

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

• 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

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

UNIT.5: 

• Meaning of equality and constitutional provisions

• Right to Education: Bill and its provisions.

• Prevailing nature and forms of Inequality, including dominant and minor groups and related issues

• Inequality in schooling: Public-private schools, rural-urban schools, single teacher schools and many other forms of inequalities in school system and the processes leading to disparities

• Differential quality in schooling: variations in school quality

UNIT-6:  

• Meaning of learning to learn skills; ways of developing self-study

• Concept of Motivation; types, techniques of enhancing motivation

• Forgetting classroom learning-meaning and its causes; strategies for improving retention of learning

• Relationship of learning with school performance and ability of the learner

• 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 Behavioural, Approach to learning

UNIT-7:

• 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

• Preparing for instruction: Identifying selecting available learning resources or developing required learning resources.

• Preparation of a plan: Unit plan and Lesson plan

• Visualizing: The learner and learning readiness characteristics, the subject matter content and their inter-linkages, the learning resources, approaches/strategies

• 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

• Characteristics associated with effective teachers; Teacher professional identity – what does it entail?

UNIT.8:

• Approaches to Small Group and Whole group Instruction: Co.operative and

• Understanding: Presentation – discussion – demonstration, the Advance Organizer

• Collaborative approaches to learning- Brainstorming Roleplay and Dramatization, Group discussion, simulation and Games, Debate, Quiz and seminar

• Inquiry Strategy as an approach to teaching ‘thinking skills and construction of

1. Motivating the learners and sustaining their attention-importance of stimulus variation and reinforcement as skills

2. Questioning Illustration and explanation as teacher competencies influencing student learning in the classroom

               The strategy of Teaching -a) Expository Strategy as an approach. LA-teaching for

1. Knowledge: Concept attainment/ Concept formation, Inductive thinking Problem-based learning/Project Based Learning

UNIT-9: 

• The political context of language; multilingual perspective of India and Bihar

• A critical review of Medium of Instruction; Different school subjects as registers

• How children learn a language with special reference to Chomsky, Piaget, and Vygotsky.

• Constitutional provisions related to languages in India.

• Position of Languages in India; articles 343-351, 350A

• Language and construction of knowledge; understanding the objectives of learning.

• Languages; imagination, creativity, sensitivity, skill development

• The social and cultural context of language: Language and Gender, Language and Identity, Language and Power, language and Class (Society)

UNIT-10:

• What are Academic Disciplines? Need/Perspectives of the classification of Human

• The Management Perspective: Market and organization

• The Anthropological Perspective: Culture and Tribes

• Knowledge into disciplines & 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.

• The Historical Perspective: Evolution and Discontinuity

• What is Interdisciplinary learning? The interdisciplinary learning-a dialectical process.

• The Sociological Perspective: Professionalization and Division of Labour

 UNIT.11:

• Historical 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 to caste, class, religion, ethnicity, disability, and Region

• 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, limitation & comparisons

• Teacher as an agent of change

• The paradigm shift from women studies to gender studies

UNIT-12

• Reporting students performance- progress reports, cumulative records profiles, and their uses, Portfolios.

• Determinants of the curriculum at the nation or state-wide level; 

(i) social-political culture-geographical-economic diversity; 

(ii) socio-political aspirations, including

• Determinants of the curriculum at the nation or state-wide level; 

(i) social-political culture-geographical-economic diversity; 

(ii) socio-political aspirations, including developing Resources in Schools for Guidance: Ideologies and educational vision; 

(iii) economic necessities; 

(iv) technological

• Concept of health, importance, dimensions, and determinants of health; Health needs of children and adolescence, including differently-abled children

• 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

• Understanding peace as a Dynamic Social Reality

• Concept of the test, measurement, examination, appraisal, evaluation and their inter relationships

• Possibilities- (v) cultural orientations; (vi) national priorities (vii) system of governance and power relations and (vii) international contexts

For Detailed Syllabus Click Here

BPSC HEADMASTER POST:

Vacancy details for this post is tabulated below along with category:

BPSC HEADMASTER SALARY:

Salary for this post is 35,000/- with other allowances given by the government.

BPSC HEADMASTER EXAM CENTRE:

Examination centres will be mentioned in your admit card which will be available on the official website,i.e Click Here  before the examination.

SPECIAL GUIDANCE:

If you are willing to appear in this examination and want to fix your seat in the recruitment too, then you must visit the website . Here you will get Free Test Series, Free Mock Test Series and Free Sectional Test Series along with lots of quizzes of every competitive exam. These test series are designed by the Subject Experts and will be helpful to you. These Series are covering the whole syllabus of the related exam with Previous and latest questions.

 You can follow these steps to visit the website.

1. Firstly, click on this link which is given

2. Now, click on the quizzes.

3. Scroll down and get your exam-related quiz in which you are going to appear.

4. Go with the quiz for the betterment of your preparation.