The objectives of this research were; 1) to study the state of teachers’ skills in temple educational welfare schools in the area of the Sangha Administration Region 1,
2) to develop a model of teachers’ skills development in temple educational welfare schools in the area of the Sangha Administration Region 1, and 3) to present the model of teachers’ skills development in temple educational welfare schools in the area of the Sangha Administration Region 1. The quantitative data were collected from 400 teachers by questionnaires, and analyzed by means and standard deviation. The qualitative data were collected from a seminar with 10 experts, and from focus group discussions with 8 experts in order to examine and approve the model. The data were analyzed by content analysis.

The results of the study found that:

1.  The state of teachers’ skills in temple educational welfare schools in the area of the Sangha Administration Region 1 in 5 aspects was at a high level ; in monitoring and evaluation, learning atmosphere, learning plan management, teaching media and technology, and critical thinking learning. 

2.  A model of teachers’ skills development in temple educational welfare schools in the area of the Sangha Administration Region 1 consisted of 4 main elements: 1. Principle; development of teachers’ skills and schools into community centers by
1) Development of children, youth and people with intellectual and virtue, 2) To be a source of multi-learning community, 3) To be a base for community economic development, 4) To be a community relationship centers, 2. Purpose; 1) To develop the teachers’ skills with ability to create a moral school and moral community based on family, temple and school, 2) To develop Buddhist Sunday Schools into community learning centers, community activity centers and community career promotion centers,
3. Implementation, and 4. Development process consisting of 6 necessary skills for teachers; skills in planning,  teaching and learning, classroom management, technology, course contents, student understanding, and skills for the 21 century. The process of teachers’ skills development consisted of; 1) self-access learning, 2) training, 3) study trip, 4) further study, 5) participation in academic activities, and 6) inter-institutional exchange program.

3.  The model of teachers’ skills development in temple educational welfare schools in the area of the Sangha Administration Region 1 was approved and could be implemented in teachers’ skills development in order to prepare the temple schools as community learning centers, community activity centers, and community career promotion centers.

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