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University teachers are unique group of the employees working society-widely in each State. Improving the quality of university education, it is extremely important to pay attention to the definition of key personality competences that teachers should have and that would convey to their students through an effect of being conformed to. Purpose of study is to analyze and define the key personality competences of the university teachers, in conditions of the University of Žilina, Slovakia. The study presents the results of a sociological interview: through using a form of 3 controlled interviews with 27 teachers, we define the crucial personality competences of the teacher. In addition, the results of this qualitative searching we undergone to a quantitative survey – in the form of a questionnaire survey (which included 395 university students) were surveyed, how these competences should be defined from the viewpoint of the teacher and viewpoint of the students; we also surveyed what weight was assigned by students to the teachers’ personality competencies defined in previous qualitative research. The most significant conclusions of the research and all study consist in a definition of four clusters of the competence profile of teachers. These ones represent a unique breakthrough of the teacher's personal competences aimed at teacher oneself, i.e. self-reflecting, self-renewing, self- motivating, and self-developing personality competences, and the personality competences focusing on the others – students, i.e. inter-reflecting, inter-renewing, inter-motivating, and inter-developing competences.
Blašková et al. (Sat,) studied this question.