Background/purpose: Executive functions are generally considered crucial for an individual's capacity to adapt. This also applies to the domain of professional competencies. However, relatively few scientific studies have specifically examined the role of executive functions in relation to teachers' professional competencies. Didactic competencies represent a subset of teachers' professional competencies. The present study addresses this gap in the literature by exploring the significance of executive functions for teachers' didactic competencies. The main goal of the research was to find the state of executive functions as a predictor of didactic competencies in teachers in pedagogic practice. The motive of the study was to identify possibilities for improving teachers' didactic competencies, specifically in the area of executive functions. Materials/methods: The research was quantitative in nature and had a relational, comparative, and predictive design. It was carried out using the Executive Skills Questionnaire and the Didactic Competencies Questionnaire. The sample included 128 pre-school, primary, and secondary school teachers with different lengths of experience. Results: The presupposed positive relationships between executive functions and didactic competencies exist between the executive function Organisation and the didactic competency Self-reflection, between the executive function Emotional Regulation and the didactic competencies Diagnostics and Evaluation and Self-reflection, and between the executive function Behavioural Regulation and the didactic competencies Implementation of the Lesson and Self-reflection. The didactic competency of Self-reflection was also predicted by the executive functions of Emotional Regulation and Behavioural Regulation. Conclusion: Executive functions are a significant and relevant predictor of didactic competencies in teachers. The correlations between executive functions and didactic competencies suggested that teachers with highly developed executive functions have a tendency to be more effective when planning, organising and implementing the educational process, as well as in solving problem situations that can arise during class.