Abstract: This study focuses on determining the self-assessment and assessment of the development of the communicative competencies of teachers. Since, teacher’s communicative competence is an insufficiently investigated research variable, the study addresses the operationalization of communicative competence, i.e., the determination of its constituent elements that can be empirically verified. The sample included one hundred and twenty-eight teachers and two hundred and ninety-seven 8th and 9th grade students from seven primary schools from the southern and northern regions of Montenegro. The research results indicated the presence of a statistically significant difference between teacher’s self-assessment of their own communicative competences and socio-educational characteristics as well as of statistically significant differences between student’s assessment of teacher’s communicative competences and their socio-demographic characteristics.