In order for the early education teacher to work successfully, he must possess certain competencies. Working with children of early and preschool age is very demanding and can only be successfully performed by an educated person who has acquired the necessary knowledge about early childhood education. The main goal of this thesis is to investigate and examine the sources of the sense of competence among early education teachers. 41 early education teachers participated in the survey. Research participants filled out an online questionnaire with questions related to self-assessment of sources of competence. Specifically, we wanted to determine to what extent they feel competent as educators and to what extent they believe that their sense of competence is contributed to by a sense of control in their work, recognition of the individual needs of the child, work with parents, collaborative relationships, cooperation with the professional service. They also assessed the extent to which initial education, professional development and experiential learning contributed to their sense of competence. In addition, open questions were asked to find out how educators think about the development of their competencies. The research established that educators enjoy their work and that they feel safe and competent. According to the results of the research, experience-based learning is more important than initial education for educators' sense of competence. According to the participants, the feeling of control over one's actions in the relationship with children and parents greatly contributes to the feeling of competence, just like the ability to recognize the needs of the child. They believe that collaborative relationships have a great influence, while the professional team of the kindergarten has a slightly smaller influence. As can be seen, each early education teacher has different sources of a sense of competence, but what can be considered common are certainly good cooperative relations with colleagues, the development of practical knowledge and the ability to respond to all children's needs. Educators point out that the ability to self-reflect and the desire for professional development, willingness to change and to solve problems are essential for the development of competences.