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This study investigates what competencies are needed by teachers of children who are deaf and hard-of-hearing (DHH), in the changing circumstances of their profession in Jordan. One hundred and five teachers of children who are DHH from kindergarten up to primary grade took part in this study. A scale was developed in order to achieve the goals of the study. The results revealed that the teachers’ competencies on the development of Instructional Planning Strategies subscale ranked first as the most important teaching competency that teachers need to develop. Competencies in definitions and communication skills, assessment, managing the classroom environment, and team working ranked lower, with developing positive attitude ranked the last. Moreover, the results showed that there were significant differences at (α = 0.05) according to school type in favour of private schools, according to educational settings in favour of local public schools (inclusion settings), and according to teachers’ background in favour of ordinary teachers with general teaching qualifications. Based on the findings, appropriate recommendations for the educational system of the DHH in Jordan were outlined. [ABSTRACT FROM PUBLISHER]