Navigate the start: Affective-motivational competence drives beginning teachers' instructional quality and occupational well-being

This research examines the importance of affective-motivational competence components (constructivist beliefs, teaching enthusiasm, teaching reflection) at the end of teachers' induction program for instructional quality from students' perspective (cognitive activation, classroom management, student support) and well-being from teachers' perspective (work engagement, burnout) after 20 months in profession. German beginning teachers ( N = 55) and their 2453 students (grades 5–12; 1–3 classes per teacher) were analyzed. Multilevel path analyses revealed teaching enthusiasm enhanced cognitive activation, student support and work engagement, and reduced burnout. Teaching reflection positively contributed to work engagement. Findings highlight the importance of beginning teachers’ enthusiasm and reflection for instructional behavior and well-being. • Teacher competence after the induction program predicted outcomes 20 months later. • Instructional quality was assessed from students across several classes per teacher. • Enthusiasm benefited student activation, support, teacher engagement, and burnout. • Metacognitive teaching reflection strategies increased teachers' work engagement.