The article aimsat deepening teachers’ responsibility and raising their awareness while organizing and managing the educational process, covering the reflective skills whose quality is reflected in teachers’ moral approaches. Morality performs a significant role when it comes to conducting the educational process. That is why discussion of issues of teachers’ knowledge seems to be important. Specifying its components means that we can see teachers‘ influence on pupils’ moral development, particularly when teachers are regarded as moral models by young students. Being conscious of this fact obliges teachers to perform self-moral developmental work which is then transferred into the pedagogic and didactic fields. The components of teachers’ knowledge understood in a perspective of creative, effective, reflective and practical implementation become meaningful.