This study aims to develop competency of teachers in basic education schools. The research instruments included the semi-structured in-depth interview form, questionnaire, program developing competency, and evaluation competency form. The statistics used for data analysis were percentage, mean, and standard deviation. The research found that factors of competency were: 1) the persistence in learning management and work practice, 2) competency in planning, goal setting, learning management and work practice, 3) competency in ICT use in learning management and work practice, 4) creativity of learning management, 5) competency in following up and evaluation in knowledge management and work practice, and 6) competency in improving and developing the learning management and work practice. Program for developing competency included 9 factors and 7 learning units, total of 200 h. Program could develop and enhance the teachers by posttest score higher than those pretest score.

The research aimed to investigate the core competency elements and the factors affecting the performance efficiency of the civil service teachers in the northeastern region, Thailand. The research procedure consisted of two steps. In the first step, the data were collected using a questionnaire with the reliability (Cronbach's Alpha) of .90. The sample size was specified based on Krejcie and Morgan’s table and 352 samples were selected using the simple random sampling technique. The second step involved an in-depth interview of 10 specialists to gain the ways to develop effective performance competency and the statistics used for data analysis included percentage, standard deviation, and descriptive analysis. The questionnaire results revealed that there were 11 elements of 4 core competencies. There were 2 elements for the achievement motivation competency, 3 elements for the service mind competency, 3 elements for the team work competency, and 3 elements for the self-development competency. For appropriate ways to develop core competencies for effective performance of civil service teachers, there were 13 ways which included understanding of related environment, supporting of working resources, having effective management system, reducing losses at work, creating good working atmosphere, promoting participation in decision making, supporting staff for professional development, communicating openly within the organizations, listening to the opinions of others, developing of quality system in work, creating good human relations among staff, building morale in the workplace, and specifying appropriate working patterns.

The primary research goals, as set forth by the Office of the Basic Education Commission, were to 1) examine the elements and indicators of secondary school teachers’ innovative talents. 2) To examine the requirement for secondary school teacher innovation skills development within the Office of the Basic Education Commission. The findings were validated and confirmed by nine specialists. In the northeastern zone of the Office of the Basic Education Commission, 540 school principals and teachers were selected as the sampling group using a multi-stage random sampling process. Mean, standard deviation, and the Priority Needs Index were used to analyze the data. The findings indicated that school teachers’ innovator skills consist of 5 celements, including initiative skills with five indicators, questioning skills with 6 indicators, observation skills with 6 indicators, experimental skills with 6 indicators, and 5) networking skills with 5 indicators. The degree of appropriateness for the components and indicators is quite high. Need assessment for building teacher innovators’ skills revealed that the aspect with the greatest demand was questioning skills, with initiative skills, observation skills, experimental skills, and networking skills coming in second and third, respectively. The overall state of the Office of the Basic Education Commission’s secondary school teachers’ innovative skills is currently at a medium level; the component with the highest average score was networking skills, followed by trial skills, initiative skills, questioning skills, and observation skills, in that order. The aspect with the highest average score was trial skills, followed by questioning skills, initiative skills, observation skills, and networking skills in that order, which are all at the highest degree of desired condition.

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