The theoretical basis of research was the concept of the social representations which are regulating the interpersonal relations and carrying out adaptive function. The hypothesis of research consisted that teachers' notions of communicative culture of the teacher are more positive and favorable, than psychologists' notions. Respondents had to refer to different levels of communicative culture (1) teacher's 109 conduct scenarios in 10 difficult pedagogical situations, (2) 25 communicative competences of the teacher which have been marked out during group discussions. The results received in group of psychologists, were compared by criterion Φ* (Fischer's angular transformation criterion) and by Pearson's χ2 criterion with the results received in groups of teachers. Statistically significant distinctions between groups of teachers and psychologists were received both at reference of modes of communicative behavior to levels of communicative culture of the teacher (χ2 emp.=6,672 > χ2 crit.=6,635, v= 1, p<0,01), and at reference of communicative competences to the same levels of communicative culture (χ2 emp.=13,898 > χ2 crit.=9,21, v=2, p<0,01). The received results showed more expressed criticality from psychologists in comparison with teachers in an assessment of components of communicative culture of the teacher.
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