This study explores the role of competence models in determining the focus and content of education for managers and employees within the education sector. Based on a sample of 436 respondents in Slovakia, data were collected using a self-developed questionnaire. The study applied statistical methods to assess differences in the perception of managerial competencies based on gender, position, and work experience. Findings indicate that gender influences perceptions of technical, project, and innovative competencies, while managerial level and experience showed no significant differences. The results inform recommendations for integrating competence-based approaches into professional development programs, with specific emphasis on coaching, creativity development, and personal typology analysis using tools like the Wealth Dynamics model.
Kubičková et al. (Fri,) studied this question.