Society has always been interested in young peoples' consciousness of cultural forms, values knowledge, attitude toward teaching and its skills, norms of behavior and ability to live independently. Nowadays social changes in the global society influenced the new discussion in education about schools' personal approached and ethic competences. According to C.E. Watson (1991), R.J. Starratt (1994), C.M. Charles (1999), d. Carr (2000), I. Goodson &A. Hargreaves (2003), V. Zemaitis (1996), G. Kvieskiene (2000), I.Leliugiene (2001,2002) etc. the context of European social dimension are discussed about ethic principles of pedagogues morally responsible for the realization of educational aims and the new role of values in communicating between teachers and pupils. Education and the teaching process are based on the morals of human being and their general human values, which are closely related to teachers and educationalists' responsibility. This conception integrating the most importance ethic aspects, claim that moral training is not limited only in the content of the important question, but also in needs of different forms in the process of socialization at school. This process identify and exams some central ethical and moral issues in education and teaching; the detailed analysis of the range of issues describe the teacher's role and the management of educational institutions, because the school is such an institution where pupils are trained together regardless of their ethical, cultural or other differences. Speaking about the variety of values and different of models pupils' behavior we can see a need of new understanding about school community and activity forms. According to M. Fullan opinion about social education every step has to be considering in the light of experience and therefore it has to arise from activity, but not to be thrust red on activity. By extension, it supports the idea, that ethical knowledge as the applied basis of professional ethic in teaching should be used by teachers in their self-examinations of the moral nature of their action, decision, and overall attitudes to pupils and to the professional obligations of teaching more generally. In this context, trying to respond to the contemporary tendencies of pedagogue's ethic competences it is possible to determine the following problematic question: How is understood interpretation the pedagogue's ethic competence of the school community and how does it influence pupils' socialization at school and of model pupils' behavior? The purpose of the research is to identity the important ethical aspects in the pedagogue's competences, which influence the pupil's positive socialization at school. The object of research are: To analyze the criteria of the pedagogue's ethic competences, which are used in teaching. To perform the qualitative analysis of the final theses presented by the pedagogues and pupils opinions from Lithuanian different public school. Research methods applied in the research are the following: scientific literature analysis, qualitative content analysis and comparative analysis. Hypothesis of the research paper argue that the pedagogues example for pupils is very important, because school is the place, where pupils spend most of the time. Social habits formed during the whole process of development and are directly influenced by the pedagogues' personal qualities, both pupils and teachers understanding that pedagogues' ethic competence can influence pupil's future life, because communicating with an ethical teacher a pupil develops those social habits, which are necessary for successful adaptation in society.