This qualitative case study addresses the pressing need to support the academic and social-emotional well-being of K-12 students, particularly given the disruptions caused by the COVID-19 pandemic. Research highlights a significant prevalence of mental, emotional, developmental, and behavioral issues among children and exposure to adverse childhood experiences (ACEs) (Webster, 2022; NICHQ, 2024). Teachers play a crucial role in addressing these challenges but often lack adequate training and support in implementing social and emotional learning (SEL) skills. The study focuses on the impact of a professional learning community (PLC) intervention that integrates SEL-based instructional strategies into teachers' practices. It aims to enhance teacher self-efficacy (TSE) in utilizing SEL strategies and addresses key questions regarding teachers' adaptation of SEL strategies, changes in their self-efficacy, and the perceived impact of PLC experiences. By examining how K-5 teachers engage with SEL strategies within the PLC framework and how their self-efficacy evolves through this process, the study offers valuable insights into developing effective professional learning opportunities to support SEL integration in education. [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.]