The dissertation deals with an increasingly important and topical issue - the relationship between human and nature. As shown in the theoretical discussion,the sustainable way of living can be achieved through critical thinking and individual responsibility. It is important to raise environmental awareness in our society and consequently influence governmental politics. Education plays an important role in the process of changing the human relationship towards nature. Especially important are the teachers' attitudes and behaviours towards nature, since they are important role models for the students. The thesis is based on the theoretical principles of Frankl's logotherapy - a therapy for the meaning of life. The human being is defined as a free and responsible individual, who is confronted with differentoptions in every situation in life. One must choose the optimal decision (response) in a certain life situation. To do so, the decision must be congruent with one's value orientations. A survey research was conducted with a sample of 341 preschool, primary school and biology teachers from Slovenia. A written questionnaire was used to measure their concepts about nature, their attitudes, behavioural intentions and behaviour towards nature, job satisfaction, educational work, values and the will to meaning. Our main goal was to examine the significance of values and the will to meaning for thedevelopment of the educator's concern for nature conservation. The results have shown that the teachers' personal meaning and values are of key importance for their successful work in the field of nature conservation. Teachers that have a higher personal meaning in life are more concerned for nature conservation and behave more responsible. The life of a responsible human being is oriented to somebody or something (for example, nature) outsidehim/her-self. Frankl called this human ability self-transcendence and saw it as a way of finding personal meaning. The key empirical conclusion is that the teachers' values influence their behaviour regarding nature conservation. A higher concern for nature conservation was significantly related to their values of selftranscendence and moral norms. Educational workin nature conservation demands autonomous, critical and responsible teachers. Therefore, the future of teacher education should not rest on formal education alone, but also on informal education focused on personal growth.