A pre-requisite for a successful development of the modern society is formal or informal life-long education of every person. The education at school is central to these processes, as the personality is formed exactly during the school years. Secondary education standard indicates that alongside with the process of learning, there should be a focus on the development of full – fledged personality. If this task is carried out successfully, the students develop a definite world-view. The aim of this article is to analyse the project of a teacher’s professional standard from the perspective of the meaning of the world-view and possibility of its formation in the education process at school. The research is directed at discovering how the teacher competences outlined in the standard influence the formation of weltanschauung. Weltanschauung is a system of ideas and theorems, principal attitudes to the world, which allow a person to form a unique image of the world. This system is directly connected with education processes in a complex way, as it is inspired by the content of education, certain didactic methods and the personality of the teacher. Culture, which transpires in the education process, is a function of the teacher’s weltanschauung. Thus the teacher competences, connected with worldview come into focus. They could encourage a formation of a world-view in students. The main role here is played by the meta-competences which can be considered as the inner potential of a person. In the analysis of the project for elaboration of the teacher professional standard, the authors have come to the conclusion that the standard respects the necessity for the development of the student personality by including demands for multiple teacher competences. However, there is no demand for meta-competences. Weltanschauung is a necessary component in the development of a personality, its formation in the education process is facilitated by the existence of the teacher’s world-view. The project for the development of the teacher professional standard outlines the necessity for the professional teacher to possess a number of competences, both in education and in practice, but it does not stress the necessity of meta-competences and narrows the notion unnecessarily. The demands set out in the professional standard can be met only by reforming the professional education of teachers.