For decades, educational leadership researchers have focused on school leadership behaviors, competencies, and skills that impact student outcomes measured by the students' performance on standardized tests. This practice has narrowed the focus for how the field approaches teaching and learning and the evaluation models that measure school, teacher, leader, and student academic performance. To examine leadership and teaching and learning that support the development of the whole child and not just their performance on exams, this quantitative study set out to examine: Is there a relationship between a school leadership teams' prioritization of SEL, their instructional management practice, and the teachers' use of SEL pedagogy in the classroom? To examine the research question, a set of five sub-research questions were developed to organize and guide this work. Interest to participate in this study was gained by aligning the research to the district's strategic plan. The sample included 107 teacher participants drawn from five participant public elementary schools in a large diverse urban school district. Data applied in the analysis were collected through the application of three instruments. Two of the instruments were developed and pilot tested as part of this research. The results of this research indicate that despite the ample evidence that shows instructional management having a positive impact on student learning, its effect on the pedagogies examined that support the development of social and emotional competence was limited. The greatest contribution of this study was the development of a valid and reliable tool to evaluate ten social and emotional learning teacher/pedagogical practices. [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.]