The purpose of this mixed-methods study was to explore the perspectives and attitudes of teacher social emotional competencies (SEC) in relation to self-awareness and sense of belonging within the campus community. This mixed methods study focused on certified general education and special populations teachers in a rural Texas Independent School District (ISD) to add to the literature concerning the needs of professional development for teacher professional well-being and self-awareness in the classroom. Qualitative and quantitative data were collected via an online survey and open-ended questionnaire. Participants were asked to share perspectives on SEC, self-awareness, and sense of belonging in the campus community. Findings indicate a need to offer special populations teachers more support in the area of professional well-being and strategies for campuses to increase teacher sense of belonging. Focusing on the campus culture of belonging may support teachers' work with SEC development through teaching and modeling of appropriate positive regard for self and others. [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.]