The aims of this research were: 1) to study the general conditions of government teachers’ competency; 2) to study the Buddhist dhammas to promote the teachers’ competency; 3) to present the Buddhist integrative strategy of the government teachers under Khon Kaen Primary Educational Service Area Office 3. This study was carried out by using the mixed research methodologies including both quantitative and qualitative methods. In regards to the qualitative research, the study of relevant documents and interview of the key informants including 30 of monks, deputy directors of the Khon Kaen Primary Educational Service Area Office 3, educational administrators and educational supervisors were conducted. In relations to the quantitative research, the data were collected from the samples as 223 teachers in the schools under the Khon Kaen Primary Educational Service Area Office 3.

The research results were as follows:

    1) Based on the study of t the general conditions of government teachers’ competency, it was found that there were two problems and obstacles of teacher competency development in the areas of primary missions: learning and teaching, and additional tasks such as administration, finance, supplies, general affairs, and social, cultural natural environment changes, structure and management systems, causing problems in self-development. From the distribution of the questionnaires, it was found that the statistical score in the overall perspective was rated at a high level. When considering each aspect, it was found that the scores of the aspects: the discipline keeping of teachers and intension to perform the duties were rated at the highest level. The other aspects were rated at a high level. 

2) The result of the study the Buddhist dhammas to promote the teachers’ competency was that the researcher has integrated the process to enhance the teachers’ competency to perform the quality work based on Buddhist principles: the Threefold Training (tisikkhā) and the Path of Accomplishment (iddhipāda).

3) The strategy for developing teachers’ competencies in self-development that use the process of the Threefold Training and the Path of Accomplishment is that in the aspect of morality (sīla), maintaining discipline, dressing, human relations, kindly speaking were seen; in the aspect of meditation (samādhi), intension, awareness, consciousness of their duty performance were found; in the aspect of wisdom (paññā), creating of the body of knowledge and transfer of knowledge, knowledge network have been seen; in the aspect of aspiration (chanda), love and belief in profession, satisfaction with incompliance with professional ethics were seen; in the aspect of energy (viriya), the commitment to seek knowledge, sacrifice to the service recipients, responsibility were seen; in the aspect of thoughtfulness (citta), the intension to perform the duties in servicing the recipients, duty and responsibility awareness were found; in the aspect of investigation (vīmaṁsā), collecting, synthesizing the data and knowledge exchange, work development were found.

There were the indicators of the teachers’ competency development strategies in self-development; namely, for the aspect of research, cultivating love in seeking knowledge and self-learning, using technology at work, meeting or seminar, a study visit; for the aspect of collecting, analyzing and synthesizing, the promotion of personnel participation to create innovation and development of the body of knowledge, thinking outside the box, creative thought, project creation and evaluation for the continuous development; for the aspect of knowledge exchange, knowledge exchange, network creation to work together in various domains, determination of co-targets, generosity, creation of the example leader, inspiration creation to support the generosity and knowledge exchange.

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