Teachers’ professional competence is vital for the school organization, so this study aims to explore teachers’ professional competence based on the teaching facilitation perspective. The study uses a literature review that relies on data sourced from various relevant literature, both books, and journals. Data were analyzed through critical analysis. The results of this study revealed that the teacher as a facilitator is only feasible if he considers the development of student cognition as a predisposition or prerequisite for the development of affection (attitude) and conation (behavior). Each range of students' cognitive development has its specifications and levels, thus requiring a different pattern of teaching facilitation in each developmental range. Thus, the teaching facilitation pattern of elementary school students will be different from that of junior high school students and high school students, because they have different ranges of cognitive development. In addition, teachers as facilitators need to be proactive, creative, innovative, extra-empathic, and super-humanist and have intellectual, emotional, social, adversity, and cultural intelligence. Such skills do not only require extra efforts from teachers to learn self-taught through digital literacy or formal and informal discussions with experts and continue studies at higher education levels but also require supervision support from school stakeholders, especially school principals, and school supervisors.