Long-term changes in teacher beliefs and motivation: Progress, stagnation or regress?

Developing and maintaining constructivist beliefs and high levels of enthusiasm are important goals in the teaching profession. Therefore, in the present study, we investigated beliefs and enthusiasm of N = 856 German mathematics teacher (candidates) longitudinally. Results of latent growth curve modeling revealed that teachers’ constructivist beliefs declined, subject enthusiasm initially increased, and teaching enthusiasm remained stable over a 12-year period. Openness to experience buffered a decline in constructivist beliefs. Collaboration with colleagues and reflection were predictive of in-service teachers’ level of constructivist beliefs and their teaching enthusiasm, providing valuable implications about how to promote positive long-term developments. •Our long-term longitudinal study showed distinct mean-level trajectories in teacher characteristics over 12 years.•Constructivist beliefs steadily declined, whereas subject enthusiasm and teaching enthusiasm remained fairly stable.•High openness buffered against a decline in constructivist beliefs over the 12-year study period.•Collaboration among colleagues and reflection proved to be resources for positive developments.