Rapid changes in today's society are the reason why educational practices are being upgraded. The focus of educational policies of all developed countries is on preparing new generations for life in a changing and dynamic environment of today’s world. The change, as the only constant that covers all spheres of human life, has also been implicated in educational systems where the importance of moving away from a traditional approach, as a way of teaching that no longer meets the demands of the modern world we live in, is being recognized. Teacher’s new role is defined and highlighted through the competence profile that is based on preparing students for learning, striving and living in a contemporary world. There is an increased importance for implementing a new teacher's competence profile that has became an answer to the changes that are being endeavored in education. According to this fact, there is an increasing interest in researching and defining the competence profile. Most of these researches provide a description of today's teachers' competence profile based on a teacher's personal evaluation. The result of such researches show what competencies teachers evaluate as important for meeting the demands of modern educational practice and which competencies they themselves find more or less developed. Therefore, the aim of this study has been to examine the importance of individual competencies in contemporary teaching practice, to examine a teachers’ perception of the development of their own competencies and to examine a level of teachers’ preparedness for a change to a new approaches in education. An anonymous survey was conducted for teachers of class and subject teaching in SplitDalmatia, Zadar and Lika-Senj County. The results of the research carried out provide a framework of teacher assessments related to the importance and development of competencies for contemporary teaching, which include communication and relationships, encouraging thinking and solving problems, knowing and encouraging students, encouraging self-regulated learning in students and professional knowledge of teachers. In addition, according to the teachers’ personal evaluation, the results of the study reveal their level of readiness for new approaches to education.