Compared to the disseminated studies on teacher motivation and positive emotion as separate dimensions, the knowledge base about teachers' intrinsic orientation to the profession (TIOP) as a compound trait is relatively underrepresented in the literature. Particularly, little is known regarding TIOP at the start of teaching trajectories. The present study sought to develop a reliable and valid TIOP scale based on self-determination theory and teaching effectiveness perspectives. By combining three existing subscales, the compound scale of TIOP was designed to measure the hypothesized value-related cognitive (i.e., the value and meaningfulness added to the profession) and the feeling-related affective (i.e., the positive affection experienced from the teaching activity and the subject) dimensions of TIOP. Furthermore, this study aimed to provide empirical evidence concerning the predictive validity and trait consistency of TIOP. The study included 271 Dutch beginning teachers in secondary education at the beginning and the end of their first career year, by means of self-report scales and classroom observation. The analysis results confirm that TIOP can be reliably and validly measured in terms of the three subdimensions of autonomous motivation, enthusiasm for teaching and for the subject. Additionally, TIOP was found to be a consistent teacher quality over the first year of teaching profession and can validly predict teachers’ self-efficacy. However, the results also reveal a possible discrepancy between ‘an enthusiastic and motivated teacher’ and ‘a teacher with effective teaching skills’. In sum, TIOP can provide a relatively explicit and quantified picture of teachers’ global psychological processes and functioning on a long-term basis.

与作为单独维度的教师动机和积极情绪的传播研究相比，关于教师内在职业取向 (TIOP) 作为复合特征的知识库在文献中的代表性相对不足。特别是，在教学轨迹开始时对 TIOP 知之甚少。本研究旨在基于自我决定理论和教学有效性的观点开发一个可靠和有效的 TIOP 量表。通过结合现有的三个子量表，TIOP 的复合量表旨在测量假设的价值相关认知（即为职业增加的价值和意义）和感觉相关的情感。（即，从教学活动和学科中体验到的积极情感）TIOP 维度。此外，本研究旨在提供关于 TIOP 的预测有效性和性状一致性的经验证据。该研究通过自我报告量表和课堂观察，包括 271 名荷兰初级教师在他们职业生涯的第一年开始和结束时接受中等教育。分析结果证实，TIOP可以从自主动机、教学热情和学科三个子维度得到可靠有效的衡量。此外，TIOP 被发现是教师职业第一年的一致教师素质，可以有效预测教师的自我效能感。然而，结果还揭示了“热情和积极的教师”与“具有有效教学技能的教师”之间可能存在的差异。总之，TIOP 可以提供相对明确和量化的教师整体心理过程和长期运作的图景。