Objective: To construct a model of professional competency standard for school health education teachers in China, then to provide a framework for the professional development of health education teachers at primary and secondary schools. Methods: Seventy-five indicators of professional competency of school health education teacher were identified through job task analysis, qualitative interview, expert consultation. A total of 282 school health administrators/researchers, school principals, health education teachers in Shanghai, and the first undergraduate students of health education progame in China were surveyed. Items analysis verified appropriateness, and exploratory factor analysis determined construct validity of the competency standards. Results: The framework of competency standards consists of four major areas (general literacy, school health services, school health education, school health management), nine categories, and 70 competence standards. Nine categories include professional ethics, general literacy as teacher, assist to deal with emergency/accident health events and common diseases situation in school, assist vaccination and mental health assessment, monitoring/communication the health situation of students, knowledge of health education and teaching skills, implement health education activities effectively and continuously, deal with infectious diseases and environment/ water/food safety in school, monitor conditions of the school health and optimize health strategy continuously. Cronbach’s Alpha coefficient of total competence standards was 0.98, and those of the sub-dimensions ranged from 0.86 to 0.96 ; the split-half reliability of total system was 0.93 with sub-dimensions coefficient ranging from 0.83 to 0.95. Conclusion The model of competency standard developed in this study show good validity and reliability, which can provide theoretical framework for the training, using and evaluation of school health education teachers with the characteristics of combinating medicine and teaching.