The article is concerned with the role of teacher personality orientation in his or her professional activity. The orientation structure comprising dynamic and rational component is described on the basis of motivation and rational approach. Dynamic component is represented by motivation formation relevant activity (i. e. motivations). Rational component is represented by lasting and abstract conative and rational structures and leads to personality meaning-making. Personality orientation model designed with regard for lasting and up to date requirements put forward to a teacher is suggested. Results of empirical study of teacher orientation at different levels of professionalization (adapter-teacher, internal, expert, authority, mentor) according to E. A. Klimov are given. Resources and inhibition of orientation in relation with correspondence to the model suggested are analyzed.