From the general determination of the concept of the “social role“ we come to the socio-professional role of the teacher, i.e. to gradual professionalization of the teacher’s work. The teacher’s educational responsibility cannot be explained without understanding the social evolution of the working class and the Communist Party, and without identification with a broader social and ideological aspect of the teacher’s role in a given society. He is clearly led to it by his social involvement. The pedagogical role of the teacher and the professional ethics that go with it make the teacher seek organizational and educational means for guiding the social and moral development of his pupils. He is qualified to do so by the professionalization of the teacher education. The tendency towards the professionalization of the teacher’s role simultaneously raises the question of stratification within the teaching profession as well as that of greater differentiation of the school personnel (assistants, technicians, laboratory assistants, information centres and the like). Finally, it is necessary to create a more dynamic system of permanent education of teachers — postgraduate courses of study. The present day opening of these studies points out the directions and ways which are supposed to turn them into a life-long education.