In my diploma work I have shown the entire process of managing a prechool and an early childhood education establishment from the point of view of a headmaster. In the theoretical part I wrote about headmaster's essencial job and the circumstances that make the job compicated and more responsible. The development of many different professional competences is necessary to help us deal with compicated headmaster's tasks. In such a process that aims towards the improvement of the quality of educational work, lifelong learning has almost become a mere obligation for headmasters. The competences of a headmaster include a lot of knowledge, skills and abilities. Therefore they often use different formal and informal forms of lifelong education. In the work I have also dealt with different areas of preschool headmaster's job: management,competence profile of a headmaster, managing the human resources and potentials, dealing with different changes, developing communicational skills and increasing the quality of the educational process itself. In the empirical part of my work I have tried to answer the question how the headmasters run their facilities dealing with key jobs and how they evaluate their own competences. Our basic assumptions were that the evaluation of proper capacity regarding all the given competences when managing a certain facility would not be the same for all and that the respondents involved would give a positive remark regarding their own management of a preschool facility when dealing with key jobs. The research sample was made of both private and public preschool and early childhood education establishment headmasters from Sibenik- Knin county and Zadar county. In order to collect the data correctly, a questionnaire was created. It was sent to the headmasters via e-mail. The collected data was processed statistically and the analysis and the interpretation of the results is shown in the empirical part of my work.