This study examines a professional development program designed to improve prosocial behavior, any voluntary behavior intended to help others and promote harmonious relationships in students, by providing teachers with research-based strategies that support the implementation of prosocial education in the classroom (Bergin, 2018). The professional development engages teachers in prosocial education and models the implementation of classroom management strategies, high-quality instructional practices, and various approaches designed to increase student engagement and prosocial behavior in the classroom (Brown et al., 2012). Providing teachers with strategies and support helps boost confidence in their ability to improve student behavior and engagement. When teachers' beliefs in their abilities increase, their stress-coping skills improve which lowers the effect of workplace stress and reduces burnout (Bandura, 1997). Prosocial education improves classroom climate and school culture by increasing student engagement and increasing prosocial behavior which results in a reduction in unwanted behavior and leads to teachers feeling more productive, happier, and having greater self-efficacy. This study examines how prosocial education impacts teacher self-efficacy as a way to improve the climate and culture in the classroom. [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.]