How to feel less guilt about teaching? I just got a permanent position. Hooray!

My question is the opposite of this one (that popped out as a suggestion from this site): How to care less about teaching?

During my PhD studies I TAed a little but was essentially told by everyone not to worry too much about it. During my postdoc I did not teach at all.

Now I will have to teach half a load the first year and a full load starting from the second year. This is a bit scary. I want to spend more time on teaching, preparing the course, actually learning how to teach (something I never did, it's just assumed that since I spent so long in universities I'm now a teacher through osmosis). But whenever I start doing that, I remember that I will never be evaluated on teaching in my life, and if I want promotions later, only my research will count. Any second more than the bare legal minimum spent on teaching is time not spent on research. How do I stop feeling guilt about this?
I think you could do a few things to essentially work smarter not harder. My reading is that you want to do a good job on teaching in a time-efficient manner. You know that teaching can become a big time commitment, and you want to make sure you don't succumb to an unwise habit of too much teaching time.

First, consider getting a book or two on teaching and reading through them. I liked "What the Best College Teachers Do" by Bain. You might also check out some of the teaching columns in Chronicle of Higher Ed.

Second, build on the work of good teachers. Reflect on courses you have liked. Try to get syllabi from those courses to use when designing your own course. Or, get syllabi from colleagues at your new school. When you select your texts, try to choose those that come with extras like slides, exam questions, and cases. Try to use a common text so you can ask colleagues for their materials to customize.

Third, prioritize. For me, this has meant "working hard" on one class per semester and putting less effort into customizing and improving other classes. (Then rotating and improving a different class the next time.) I also prioritize what I will cover, as trying to squeeze a lot into a class takes more work than focusing on a more limited number of key takeaways. Lastly, put your efforts into things that are really value-added for your students. I'm not sure what this is in your field. In mine, it is arranging guest speakers and "real-world" assignments and discussion cases. For my students, grading is not as big of a value add, although feedback is useful. Strict grading can start to take up a lot of time if you let it. 

Finally, check with your new chair to make sure you have a clear idea of teaching expectations. Each department has different expectations, so you need to get a handle on your particular expectations, not some vague idea you have from your previous institution or the internet. Good luck!