The authors present in the paper some results of the monitoring carried out to identify the educational needs of form teachers working in the field of regional education in Slovakia. The aim of the conducted sample survey was to map the opinions of the selected sample of teachers on their preferred forms of further education in selected activities of the form teacher with the intention of forming and developing their professional competencies. The methodology for the analysis of the self-assessment of the educational needs of teaching staff in the career position of form teacher at ISCED 2 and ISCED 3 level was based on the screening of the opinions of teachers with different lengths of teaching experience, as well as with regard to the different levels and levels of school education at which the teachers in question operate according to the legislative provision in Law No. 245/2008 Coll. on education and training [1]. An author-designed research instrument was used to ascertain the views of the research population of teachers. The overall validity of the research instrument used was verified through pilot testing. The measurements showed that the form teachers are interested in further education predominantly through traditional forms, namely by attending courses and workshops. Only a small proportion of the respondents preferred forms that purposefully reflect the specific needs of particular schools and teachers, namely peer observations, collaboration with a mentor, participation in a specialized community of teachers, or action research. Significant differences in preferred forms of professional development were noted for teachers with varying lengths of experience as form teachers.