Date Approved


Embargo Period


Document Type


Degree Name

Ed.D. Doctor of Education


Educational Services and Leadership


College of Education


Carmelo Callueng, Ph.D.

Committee Member 1

Alicia Drelick, Ed. D.

Committee Member 2

Huan Tang Lu, Ph.D.


High school teachers, SEL, SEL beliefs, SEL competencies, Teacher Self-efficacy


High school students--Mental health; High school teachers--In-service training


Educational Leadership | Student Counseling and Personnel Services | Teacher Education and Professional Development


Social-emotional learning (SEL) research has focused more on SEL programming and outcomes in students, and little is known about SEL in teachers especially among high school teachers. This cross-sectional quantitative research study was undertaken to gather baseline information about SEL among 240 high school teachers from a high need district with the following hypotheses: 1) teachers’ SEL beliefs and competencies significantly vary by years of teaching, educational attainment, and professional development, 2) teachers’ SEL beliefs and competencies of school significantly vary by classroom setting, school type, and grade level teaching. and school type, and 3) teachers’ SEL beliefs and competencies significantly influence self-efficacy.

Salient findings indicated that SEL beliefs and competencies of teachers varied by educational attainment and professional development. Moreover, SEL competencies but not beliefs differed by years of teaching experience. These findings confirmed hypothesis #1. In addition, teachers’ SEL beliefs and competencies varied by classroom setting and school type, but not grade level teaching. Such findings partially supported hypothesis #2. Finally, findings indicated that beyond demographic characteristics and school factors, SEL beliefs and competencies significantly influenced teachers’ self-efficacy. Thus, hypothesis #3 was confirmed. Findings were discussed in light of scientific literature. Recommendations and limitations were presented.