In the context of a new general education curriculum based on the competency approach that has been implemented in Vietnam since 2020, teachers are expected to have sufficient teaching competency to help students develop their key competencies. This study aimed at constructing a teaching competency framework for Vietnamese high school teachers in order to successfully implement the latest general education curriculum since 2020. Both qualitative and quantitative methods were used to establish the framework and to set up the weight value system for the framework. Three techniques including interviews, Fuzzy Delphi, and the Analytic Hierarchy Process (AHP) were applied to collect the data for the following analysis. Interviews were conducted with three experts in teacher education field and two high school teachers to gather their opinions about the initial teaching competency framework. The Fuzzy Delphi method was adopted with 11 experts and 11 high school teachers to gather their opinions on the importance of the teaching competencies, indicators and sub-indicators. A total of 22 Fuzzy Delphi questionnaires were sent to the panel members and 21 valid responses were received, with a return rate of 95.45%. The AHP method was adopted with seven experts and eight high school teachers to gather their opinions about the relative important of the teaching competencies and indicators. A total of 15 AHP questionnaires were sent to the panel members, and 14 valid responses were returned, with a response rate of 93.33%. The three-level teaching competency framework for Vietnamese high school teachers established in this study consists of four competencies, 23 indicators and 78 sub-indicators. “Assess students' competencies” was identified as the most important competency and “Establish a learning environment to foster students' problem solving and creativity competency” was considered as the most important indicator in the framework. Based on the findings of the study, recommendations were proposed.

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