Competences are inevitable topic in discussions about contemporary education. Competence research and development should improve quality of work in educational institutions. Boarding schools are considered to be educational institutions. It is expected that boarding schools educators complete variety of tasks, hence they need both administrative and educational competences. In this paper, we focus on the research of competences that are needed for boarding school educators’ work with students. More specifically, we focus on the research of the subject specific competences in teaching, according to the classification used in the Tuning project. We researched self-evaluation of boarding school educators on importance of these competences for the work in boarding schools, the extent in which educators think that they adopted a certain competence in college, and the extent in which they think they currently possess these competences. Factor analysis of the subject specific competences for the work in boarding schools scale and the competence scale determining the extent in which educators think that they adopted a certain competence in college yielded unimodal scales. Factor analysis of the subject specific competences which they think they currently possess scale yielded two factors. The first factor relates to communication and counseling competences, while the second factor relates to the personal and professional competence. The included variables cover basic work task of boarding school educators. During the validation of these scales, we observed differences in the yielded factors and distribution of the factor loadings of individual particles, which are associated with specific ways of acquiring competences.
