Beginning teachers face simultaneous challenges in developing teaching practices and maintaining intrinsic motivation and emotional well-being, with concerning rates of early career burnout and attrition (Helms-Lorenz et al., 2020). While research has separately documented trajectories of pedagogical development (Maulana et al., 2023) and motivational-affective fluctuations (Feng et al., 2023), their dynamic interaction remains inadequately explored. Self-determination theory (Ryan & Deci, 2017) posits that successful teaching experiences enhance motivation through increased perceived competence, while intrinsic motivation and positive emotions facilitate instructional quality through enhanced effort investment and cognitive engagement (Kunter & Holzberger, 2014). Research demonstrates differentiated relationships between motivational-affective states and teaching competencies of varying complexity (Fernet et al., 2016; Richardson & Watt, 2018). Using random-intercept cross-lagged panel modeling, we investigated temporal dnamic relationships between teachers’ intrinsic orientation towards the profession (i.e., TIOP; teachers' general professional dedication, including high meaningfulness attached to the profession and positive emotions derived from the teaching experience) (Feng et al., 2021) and their displayed teaching behaviors, as perceived by their students, across basic domains (Safe and Stimulating Learning Climate, Classroom Management, and Instructional Clarity) and advanced domains (Activating Teaching, Differentiated Instruction, and Teaching Learning Strategies) (Maulana et al., 2023). Data from 280 Dutch beginning teachers were collected through the My Teacher Questionnaire-MTQ (Maulana & Helms-Lorenz, 2016) and TIOP Scale at three time points across their first two career years. Results revealed distinct developmental patterns. While TIOP remained highly stable (λ > 0.70, p < .001), teaching domains showed a pattern of decreasing stability from basic to advanced skills (λBasic domains = 0.505-0.691, p < .001; λAdvanced domains = 0.388-0.598, p < .01). Cross-lagged analyses indicated minimal reciprocal effects between TIOP and basic teaching domains but revealed marginally significant bidirectional relationships in advanced domains (TIOP → Differentiation: β = 0.334, p = .066; Differentiation → TIOP: β = 0.310, p = .094; Learning Strategies → TIOP: β = 0.364, p = .093). These findings reveal distinct developmental patterns across teaching domains. While basic competencies develop predictably through structured support, advanced skills demonstrate complex TIOP relationships. For successful teacher development programs, the findings suggest differentiated approaches: structured support for basic skills leveraging their inherent stability, motivation-integrated cycles for Differentiation, and intensive scaffolding for Learning Strategies that recognizes both its lower stability and its potential to enhance teacher motivation and motivational well-being when mastered.

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