Many views on democratic political culture presuppose the presence of competent citizens in the political system. As a consequence, schools have the duty to educate children into responsible citizens. Previous research has already pointed to the key-role of teachers in this socialization- process. Teachers' attitudes have a distinct impact on the political attitudes of their pupils. As a consequence it is important to know if teachers are favourable to democracy. This paper will analyse the distinct attitudinal profile of teachers as well as the evolution in teachers' attitudes, using the Belgian sample of primary and secondary school teachers (n=400) of Rokkans Seven Nation Study of 1953, a sample of Flemish secondary school teachers (n=637), as well as a random sample of prospective flemish teachers of 2003 (n=2256). The attitude under consideration is autoritarianism, as measured by a subscale of the Adorno's original F-scale. The evolution of autoritarianism will be described on the basis of a repeated cross-sectional analysis. The analysis was carried out in two different steps. In the first step we describe the evolution of the teachers population as well as the different opinions about authority relations. In the second step we try to explain the characteristics of contemporary teachers' culture, as measured by attitude scales. The preliminary results of the analysis indicate that teachers have evolved from strong authoritarians to strong democrats. However, teachers still retain preferences for submissive authoritarianism. This has its consequence for the interpretation of citizenship and civics-education by the questioned teachers.