As core computing concepts become increasingly integrated into school curricula, schools increasingly expect teachers to address CS topics without formal training. Many teachers report confidence in using digital technologies in their everyday teaching. However, whether this confidence extends to teaching core computing concepts remains unclear. This poster examines the differences in how teachers self-assess their competence in general digital practices versus in algorithmic thinking and programming. The analysis draws on responses from a nationwide survey of lower secondary school teachers (n = 833). Participants rated their competencies across several digital competence domains on a five-point self-assessment scale. Preliminary observations reveal a clear divergence between domains. Teachers rate themselves highly in areas such as digital communication, media use, and responsible data handling. In contrast, they report noticeably lower competence in algorithmic thinking and programming. The poster visualizes these competence patterns and urges educators, policymakers, and researchers to discuss concrete strategies to better prepare and support teachers in developing confidence for teaching algorithmic concepts and programming.