The relevance of self-determination research in the context of teacher’ personal and professional development is due to humanistic personal orientation of education that states the view on human nature, according to which individuals are proactive and self-regulated. The aim of the paper is the psychological analysis of self-determination motivational regularities as the initiating basis of personal and professional development of teacher. Grounded in modern approaches to phenomenon of self determination the paper discusses issues related to integrative mechanisms and factors of internalization that improve performance and satisfaction with activity of teacher. The author's reasoning of conceptual model of personal and professional characteristics of teacher’ self-determination is given. We argue that the concept of self-determination and associated concepts of autonomy, internally motivated activity, developing learning environment, dialogue, facilitation, persistence, involvement identify the psychological resource system of teacher’ personal and professional development. Conclusions set out by the authors make it possible to assert that the axiological content of self-determination processes integrates diverse types of motivational tendencies of pedagogical activity, which highlights consistency and coherence of teacher’ personal and professional development.