The professional formation of a moral education teacher in the contemporary educational landscape demands not only subject-matter expertise and pedagogical skill, but also a well-developed system of ethical and deontological norms that govern teacher-student relationships, interpersonal conduct, and professional responsibilities. This theoretical article examines the concept of deontological competence as a core component of the moral education teacher's professional profile. Drawing on philosophical, pedagogical, and ethical frameworks, the study analyses the structural dimensions of deontological competence — normative awareness, ethical sensitivity, professional duty consciousness, moral self-regulation, and value-based communication and proposes a conceptual model for its systematic development. The article further discusses pedagogical conditions and approaches that promote the cultivation of deontological competence in pre-service and in-service teacher education contexts. The findings suggest that deontological competence is not merely a personal virtue but a professionally shaped quality that requires intentional, theoretically grounded educational intervention.