In this study, 600 school teachers completed a 116-item questionnaire consisting of questions regarding classroom communication as well as a general list of social skills. The aim of the study was to compare the self-perceptions, given by the teachers of art and the teachers of science and the male and female teachers to the statements of social competence. In comparing the mean values, given by teachers to the statements, it was revealed that the teachers of art (N = 246) think more about their communications and they are more "open" to communication with others, while at the same time, the teachers of science (N = 135) are more "straight-forward" in their communication. In the case of four statements of the dimension teachers' caring in the classroom and in the case of two statements of the dimension support to the students' autonomy, the art teachers assessed themselves higher than the science teachers. The science teachers assessed themselves higher than the art teachers in the case of the two statements which expressed objectivity in disputing and feedbacks; in the case of two statements of the dimension teacher's fairness and honesty, and in the case of statement consistent stressing of important elements in one's presentation. In comparing the self-perceptions of the mean values of female (N = 502) and male (N = 51) teachers, it became evident that the female teachers' self-perceptions are higher in the case of fourteen statements. Female teachers assess more highly their emotional skills and the ways of behavior expressing caring for their students in the classroom. The male teachers assess themselves as more assertive, "stronger" and more objective in the feedback. The revealed differences deserve further research to clarify whether and how much such self-perceptions of teachers are expressed in their real behaviors. (Contains 2 tables and 1 footnote.)