The power of teacher’s public spirit is urgently needed to promote education modernization and realize the great rejuvenation of the Chinese nation. Teacher’s public spirit consists of three dimensions: teacher’s public interests, teacher’s public responsibilities, and teacher’s public participation. It has gone through four development stages, namely dormant period, budding period, fluctuating period and reviving period. The contemporary teacher public spirit is embodied in the public interests oriented by the socialist core values, the public responsibility to cultivate “public men,” and the public participation that calls for civil liberty and autonomy. In reality, there are still some problems in teacher’s public spirit, such as “blurred boundary of public responsibility,one-way public interest and weak awareness of public participation.” In view of the problems, to cultivate teacher’s public spirit in the new era, attention should be paid to “incorporating teacher’s public interest value orientation with their missions of the new era and into their daily life, to the localization of the public responsibility cultivation practice and the building of its field domain, and to the diversification and integration of public participation channels.”