Teacher’s virtues are the moral standards and code of conduct that educators must follow. The connotation of teacher’s virtues changes with the times and spaces, which needs teachers to build together with other people in their society. Teacher’s virtues originated from teacher’s voluntary self-discipline in the early days. Heteronomy was introduced after “taking officials as teachers” and “the integration of officials and teachers” in the Qin (221 BC-207 BC) and Han (202 BC-220 AD) Dynasties, and heteronomy even outperformed self-discipline. The traditional absolute authority of teachers is the ethical norm of hierarchical order based on the “three cardinal guides and the five constant virtues as specified in the feudal ethical code,” and “benevolence, righteousness, propriety, wisdom and faith,” and taking “heaven, earth, monarch, parents and teachers” as its content. For teachers, this is heteronomy, which integrates with authority, emphasizing obedience and ignoring moral judgment, hence it should not be copied or applied mechanically. Modern teacher’s virtues should be based on the socialist core values, and respond to the multiple needs and contradictions of social development. On the basis of equality for all, the educational objective is to create human happiness instead of making people rise in society. The improvement of teacher’s virtues mainly depends on teacher’s autonomous inward-looking, on his or her constant improvement of aspiration and bottom line. At the same time, the government and society need to create a good environment. Revering and admiring good teachers is an effective way to improve the overall level of teachers’ virtues. Only by cultivating students who serve the well-being of human civilization can we show virtues of good teachers.