The purposes of this research were; 1) to study the state of teacher development for learners’ quality in the 21st century, 2) to study the teacher development process for learners’ quality in the 21st century, and 3) to propose the teacher development for learners’ quality in the 21st century. The mixed research methodology was used in the study.  The quantitative data were collected from 349 samples by questionnaires and analyzed by mean and standard deviation. The qualitative data were collected by in-depth interviews with 10 experts and focus group discussions, and then analyzed by content analysis.

The research found that;

1. The appropriateness of teacher development for learners’ quality in the 21st century was at the highest level overall. When considering in aspects, promotion and development of teachers’ rights, producing teachers to meet standard criteria, and establishing recognized professional standards for teachers were at the highest level, while teacher development in learning management skills and enhancing teacher efficiency were at a high level.

2. Teacher development process for learners’ quality in the 21st century consists of: 1) To create the recognized teacher professional standards, 2) To produce teachers to support and meet the learning standards in the 21st century, 3) To develop teachers in learning management skills for 21st century, 4) To strengthen teachers’ efficiency, and 5) To promote and develop the teachers’ rights

3. The appropriateness and applicability of the teacher development for learners’ quality in the 21st century were examined and approved by the experts for actual implementation. There were 5 main components; 1. Recognized teacher professional standards consisted of; 1) To systemize teaching profession license,  salary and academic background,  2) To motivate qualified people into the teaching career, 3) To praise and reward teachers with outstanding performance, virtue and good behaviors,  2. Producing teachers to meet learning standards in the 21st century by; 1) Education reform,
2) Reducing the production of teachers in quantity but producing teachers on demand,  3. To develop teachers with learning management skills for the 21st century by; 1) Reforming teacher development methods in accordance with learning in the 21st century, 2) Promoting knowledge and teacher development on demand, 4. Enhancing teacher efficiency by; 1) Preparing teachers and supporting teachers' teaching effectively,
2) Reforming the classroom, and 5.  Supporting and developing the teachers’ rights by;
1) Strengthening the teachers’ rights, 2) Maintaining and protecting the teachers’ rights.

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