As a study of the developmental effects of the teacher - child, interaction upon the child's autonomy (his/her competence, independence and social responsibility), in this paper we focus our attention on the value system of the teacher who "stands behind" teaching practice the child is exposed to. Our starting hypothesis is that the teacher's personality is a significant variable in a social-cultural microcontext that causes differences in behaviour and in developmental effects. To put it differently, on every level of the institutional teaching it is the teacher's normative canon that determines the demands he/she will put on the child and the ways he/she will chose to do so. In studying the relations between the value system and the teacher's behaviour we have focused our attention on the level of their consistency influences the continuity and discontinuity of teaching. The acquired knowledge of the interrelations of the teacher's implicit theory of the education, the teaching practice and the developmental effects helps us to formulate the following statements: 1. The teacher's interaction behaviour defined by the characteristics of his/her value system. 2. The direction, intensity and the effects of the influence upon the child's development, more specifically upon his/her autonomy, are brought about by the level of consistency of the value system and by the teacher's behaviour. 3. The discontinuity in the development of the child's autonomy is the result of the teacher's changing behaviour.