This study sought to investigate, from an empirical standpoint, whether teacher SECs impact classroom management and their well-being. Teachers completed a questionnaire including the Self-Assessing Social and Emotional Instruction and Competencies: A Tool for Teachers (SSEIC) and Professional Quality of Life (ProQOL), as well as were observed once in the classroom measured by the Classroom Management Observation Tool (CMOT). Findings demonstrate that teachers' SECs are positively correlated with classroom management practices, including teachers' active supervision, encouraging participation, praise, and student feedback on social and academic behavior. Although all SEC categories individually impact classroom management, self-awareness (SA) was the most predictive SEC category on classroom management practices. This study also found that SECs are positively correlated with teachers' well-being, specifically compassion satisfaction (CS). All individual SECs were positively correlated with CS, with the expectation of self-management (SM) which had insignificant results. Teacher self-report ratings on SA and relationship skills had the strongest correlations with teacher well-being. Lastly, it was hypothesized that teachers' well-being also would impact on the association between their classroom management practices and their SECs. However, this study did not find any significant associations in this regard. Additionally, SECs have been shown to exert an influence on instructional quality. While the primary focus of this study did not revolve around measuring teachers' instructional quality and its direct associations with SECs, it is noteworthy that the current study also found moderate to strong associations between teachers' SEL instructional practices and their SECs, supporting previous research that SECs are associated with instructional quality. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]