At the beginning of the twenty-first century, the issue of the instructor's professional and personal competencies has taken on features not previously characteristic of it. The problem of determining the content and structuring of the professional and personal competencies of instructors in higher education is conditioned not only by social, economic, and cultural changes in society but also by a number of methodological problems. First and foremost, despite the active interest in the term "competency," there is still no precise definition of it and the mechanism by which it is to be formed or developed. In this article, the author proposes to look at the instructor's competencies as "a unique system of the individual's professional and personal knowledge, abilities, and qualities, all combined with an attitude of humane values toward other people, with a creative approach to work, a constant striving toward personal and professional improvement, to be utilized in order to master pedagogical situations, and in the process to create new aims of activity, phenomena, and objects of culture that make it possible to achieve new quality in social relations." The author then proposes five classification of instructor's professional and personal competencies. These competencies include: (1) Adaptation and civilizational competencies; (2) Social organizational competencies; (3) Professional competencies; (4) Communicative competency; and (5) Competencies of values and purpose. (Contains 10 notes.)