The purposes of this research were to 1) study the components and indicators of teacher competency in Mechatronics and Robotics, 2) study the current states, desirable states, and the needs for teacher competency development in the Mechatronics and Robotics Department, 3) design and development of teacher competency-enhancing programs in Mechatronics and Robotics, and 4) study the results of implementing the teacher competency-enhancing program in the Mechatronics and Robotics Department. This research was research and development conducted in 4 phases following the research purposes. The results showed that 1) Components and indicators of teacher competency in Mechatronics and Robotics have 5 components and 36 indicators confirmed by experts are appropriate at the highest level. 2) The current state of teacher competency in the Mechatronics and Robotics Department overall is moderate, and desirable condition overall is at the highest level, The competency development methods consist of (1) Self-study (2) Training (3) Workshops (4) Study visits and (5) Practice in the workplace, and the priorities of the needs to develop competencies are (1) Self-development (2) Ethics and professional ethics of teachers (3) Learning measurement and evaluation (4) Curriculum administration, and learning management (5) Building relationships and cooperation with communities for learning management, respectively. 3) Teacher Competency-enhancing Program in the field of Mechatronics and Robotics consists of (1) Principles, (2) Objectives, (3) Models and methods for development, (4) Content and development activities, amounting to 5 modules, and (5) Evaluation. The program evaluation results by qualified experts are appropriateness, utility, and possibility at the highest level. 4) The results of implementing the teacher competency-enhancing program in Mechatronics and Robotics were found as follows: (1) Pre-development knowledge of teachers in Mechatronics and Robotics education showed an average score of 17.30 out of 30 (57.66%), while post-development knowledge increased to an average score of 26.30 out of 30 (87.67%). (2) Overall, teachers' competencies improved from a moderate level to the highest level after program implementation. (3) The satisfaction evaluation of program participants indicated the highest level of satisfaction in overall and each aspect.