AP DSC Principal Syllabus 2026, Exam Pattern, Exam Date 2026
Detail Information about AP DSC has published notification 2026 for the recruitment of Principal vacancies. Those Candidates who are Interested to the following vacancy and completed all Eligibility Criteria can read the Notification & Apply Online. In this page we provide the Complete Syllabus of this Recruitment with Latest Update Exam Pattern and the Exam Date also.
AP DSC Teacher Syllabus 2026 - Overview
| Name of Recruitment |
AP DSC Teacher Recruitment 2026 |
| Recruitment Full Name |
District Selection Committee (DSC), Andhra Pradesh |
| Conducting Body |
School Education Department, Andhra Pradesh |
| Post Name |
Principal |
| Number of Vacancies |
30 |
| Mode of Exam |
Online |
| Mode of Application |
Online |
| Job Location |
Andhra Pradesh |
| Category |
Syllabus and Exam Pattern |
| Official Website |
tet2dsc.apcfss.in |
AP DSC Principal Paper 2 Syllabus 2026
Part I – General Knowledge and Current Affairs :
1. Important syllabus topics include Static GK topics such as – freedom fighters of India, Indian constitution, geography, headquarters of international organizations etc.
2. Current events and latest happenings worldwide from the past 1 year also feature prominently.
3. Candidates need to keep themselves updated with important policy decisions of central and state governments, key personalities in politics, important days and dates, sports, awards and honors, budgets and economic surveys, science and technology etc.
4. Questions test fundamental GK in areas including history, culture, economy, polity and governance.
5. As this section carries significant weightage, candidates must prepare extensively by regularly reading newspapers, magazines and referring to standard GK books and current affairs resources.
Part II – Perspectives in Education :
1. History of Education –
a. The Education in Ancient India – Pre-Vedic and Post-Vedic period – Medieval Education
b. Education in Pre Independent era – Woods Despatch (1854) – Hunter Commission (1882) – Hartog Committee (1929) – Sargent Committee (1944)
c. Education in Post Independent era - Mudaliar Commission (1952-53) – Kothari Commission (1964-66) – Ishwarbhai Patel committee (1977) – NPE-1986 – POA-1992
2. Teacher Empowerment –
a. Need, interventions for empowerment
b. Professional code of conduct for teachers
c. Teacher motivation
d. Professional development of Teachers and Teacher organizations
e. National / State Level Organizations for Teacher Education
f. Maintenance of Records and Registers in Schools.
3. Educational Concerns in Contemporary India –
a. Democracy and Education, Equality, Equity, Quality in Education, Equality of Educational opportunities.
b. Economics of Education, Education as Human Capital, Education and Human Resource Development, Literacy - Saakshar Bharat Mission.
c. Population Education, Gender - Equality, Equity and Empowerment of Women, Urbanization and migration, Life skills.
d. Adolescence Education
e. Value Education – Moral Value and Professional Ethics in Education.
f. Health and Physical Education · Inclusive Education - Classroom Management in Inclusive Education
g. Role of Education in view of Liberalization, Privatization and Globalization
h. Programmes and Projects – APPEP, DPEP, SarvaSikshaAbhiyan, National Programme for Education of Girls at Elementary Level (NPEGEL), Rashtriya Madhyamika Shiksha Abhiyan (RMSA), KGBVs, Model Schools, Rashtriya Avishkar Abhiyan (RAA)
i. Incentives and special provisions – Mid Day Meals, Free Books, Scholarship, Awards, Welfare Hostels, Transportation.
j. Current Trends in Education
4. Acts / Rights –
a. Right of Children to Free and Compulsory Education Act - 2009
b. Right to Information Act - 2005
c. Child Rights
d. Human Rights
5. National Curriculum - Framework, 2005 : Perspective, Guiding Principles, Learning and Knowledge, Teaching Learning Process, Assessment, Systemic Reforms
6. National Educational Policy 2020
PART - III : III.Educational Psychology
1. Development Of Child
i. Development, Growth & Maturation — Concept & Nature
ii. Principles of development and their education implication
iii. Factors influencing Development — Biological, Psychological, Sociological, emotional.
iv. Dimensions of Development and their interrelationships — Physical & Motor, Cognitive, Emotional, Social, Moral, Language relating to Infancy, early Childhood, late Child hood, adolescence.
v. Understanding Development — Piaget, Kohlberg, Chomsky, Carl Rogers, Erikson
vi. Individual differences — Infra & Inter Individual differences in the areas of Attitudes, Aptitude, Interest, Habits, Intelligence and their Assessment.
vii. Development of Personality — Concept, Factors effecting development of personality, self concept.
viii. Adjustment, Behavioural problems, Mental Health, Defense mechanism.
ix. Methods and Approaches of Child Development — Introspection, Observation, Interview, Case study, Experimental, Cross sectional and Longitudinal
x. Developmental tasks and Hazards
2. Understanding Learning
i. Concept, Nature of Learning — input — process — outcome
ii. Factors of Learning — Personal and Environmental
iii. Approaches to Learning and their applicability—Behaviorism (Skinner, Pavlov, Thorndike) Constructivism (Piaget, Vygotsky), Gestalt(Kohler, Koffka) and Observational (Bandura)
iv. Dimensions of Learning — Cognitive, Affective and Performance.
v. Motivation and Sustenance —its role in learning.
vi. Memory & Forgetting
vii. Transfer of Learning
3. Pedagogical Concerns
i. Teaching and its relationship with learning and learner.
ii. Learners in Contexts: Situating learner in the socio-political and cultural context
iii. Children from diverse contexts—Children With Special Needs (CWSN), Inclusive Education.
iv. Understanding of pedagogic methods — Enquiry based learning, Project based learning, Survey, Observation and Activity based learning, Cooperative and collaborative learning.
v. Individual and Group learning: Issues and concerns with respect to organizing learning in class room like Study habits, Self learning and Learning to learn skills.
vi. Organizing learning in heterogeneous class room groups — Socio-economic background, Abilities and Interest.
vii. Paradigms of organizing Learning-Teacher centric, Subject centric and Learner centric.
viii. Theory of instruction – Bruner
ix. Teaching as Planned activity — Elements of Planning
x. Phases of Teaching — Pre active, Interactive and Post active
xi. General and Subject related skills, competencies required in teaching and attributes of good facilitator.
xii. Learning resources — Self, Home, School, Community, Technology.
xiii. Class room Management: Role of student, teacher, Leadership style of teacher, Creation of non threatening learning environment, Managing behaviour problems, Guidance &Counselling, Punishment and its legal implications, Rights of a child, Time Management.
xiv. Distinction between Assessment for Learning & Assessment of Learning, School based Assessment, Continuous & Comprehensive Evaluation : Perspective & Practice.
xv. Understanding teaching & learning in the context of NCF, 2005 & Right to Education Act, 2009.
Part – IV
1. Contemporary Social, Economic and Cultural Issues
2. Activities and programmes relating to School Education.
3. Financial Management.
4. School Administration.
5. Monitoring – Leadership qualities.
6. Acts / Rights:
i. Right of Children to Free and Compulsory Education Act - 2009
ii. Right to Information Act - 2005
iii. Child Rights
iv. Human Rights.
National Curriculum - Framework, 2005: Perspective, Guiding Principles, Learning and Knowledge, Teaching Learning Process, Assessment, Systemic Reforms
State Curriculum – Framework, 2010: State vision, State Conceren, Systamic reforms, Possion papers of A.P. State.
School Organization: Institutional Planning, Principal as a Leader, Teacher Quality, Linkages and Interface with other institutions and vice versa, Student Quality, Organization of Teaching, Co-curricular Activities, Office Management, Resources required for a good school, Organizational Climate, Evaluation, Job satisfaction of the Staff.
Part – V
Understanding of Teaching Methodology
(i) Curriculum: Meaning, Principles, types of curriculum organization, approaches.
(ii) Approaches and Methods of Teaching: Lecture Method and Modified form of the Lecture Method, Project Method, Heuristic Method, Scientific Method, Laboratory Method, Inductive Method, Deductive Method, Problem solving Method, Analytical Method, Synthetic Method, Programmed Instruction, Team Teaching, Remedial Teaching.
(iii) Planning: Instructional Plan-Year Plan, Unit Plan, Lesson Plan.
(iv) Instructional material and resources: Text Books, Work books, Supplementary material, AV aids, Laboratories, Library, Clubs-Museums-Community, Information and Communication Technology.
(v) Evaluation: Types, tools, Characteristics of a good test, Continuous and Comprehensive Evaluation, Analysis and Interpretation of Scholastic Achievement Test.
AP DSC Principal Paper 2 Exam Pattern 2026
Duration : 180 Minutes
| Part |
Subject |
No.of Question |
Marks |
| Part I |
General Knowledge and Current Affairs |
30 |
15 |
| Part II |
Perspectives in Education |
30 |
15 |
| Part III |
Classroom implications of Educational Psychology |
40 |
20 |
|
Part IV
|
Contemporary Social, Economic and Cultural issues Activities and programmes relating to School
Education, Financial Management, School Administration, MonitoringLeadership qualities
|
70 |
35 |
|
Part-V
|
Understanding of Teaching Methodology
|
30 |
15 |
| |
Total |
200 |
100 |
AP DSC Exam Date 2026 : Notified Soon
Starting Date of Application Form : 13th October 2026
Last Date of Application Form : 03rd November 2026
Total Post : 30
