This paper deals with the research of the competence assessment of English teachers at the School of Business Administration in Karvina. The introduction outlines the issue of competences as a result of political, social and economic changes affecting education in the 21st century. Education is given to deeper relations in particular with regard to the growing meritocratic aspect. The next part of the paper provides a selection in the list of the most important outcomes of a conceptual nature of key competences and these are followed by the terminology scope of teachers' competences. The aim of the research is the analysis of data focused on teachers' competences affecting the assessment of the quality of teaching foreign languages. Competences examined were the readiness of teachers to teaching and clarity of the interpretation, erudition, communicability and suitability of transmitting information, and the flexibility of the individual approach to students and their inspiration. The research was tasked to document a difference in the evaluation of these partial competences in full and in the form of the eLearning study.