This study aimed to develop a mentoring-based model for enhancing the action research (PAOR) competency of lead research teachers for the deaf in Thailand. The study employed a research and development (R&D) approach, consisting of four phases. Phase 1: Situation Analysis involved assessing the current research competency of 66 teachers at Chaiyaphum School for the Deaf through knowledge tests and self-assessment surveys. Phase 2: Model Drafting and Evaluation included a focus group discussion with seven experts in special education, deaf education, and research to develop and refine the model. Phase 3: Model Implementation was conducted with nine lead research teachers, who participated in 13 structured mentoring activities, including training sessions, research proposal development, and data collection. Phase 4: Post-Implementation Evaluation assessed the effectiveness of the model using pretest and post-tests, self-assessment surveys, and expert evaluation. The findings indicated that teachers initially lacked PAOR competency in terms of knowledge, skills, and research characteristics, highlighting the complexity of action research. After implementing the mentoring system, teachers demonstrated improvements in all areas. The model was rated at a high to very high level for usefulness, feasibility, appropriateness, and accuracy.