The necessity to analyze the phenomenon of teacher's position in modern social-cultural situation in connection to developing education is substantiated. The results of comparative study of teacher's position in interaction with children at school and in the kindergarten are presented. Different types of pedagogical sets are interpreted as distributed along the scale from rigid and authoritarian to partnering. The levels of authoritarianism in the teachers of two educational stages (preschool and primary school), using different educational programs (developing education included) are compared.