Hill, CragAustin Becker, Amanda2019-07-312019-07-312019https://hdl.handle.net/11244/321084Social-emotional learning has been shown to have a positive impact on student outcomes, but too little attention has been placed on how the social-emotional competence of teachers is integral to this process. This study addresses teacher social and emotional competency (SEC) and how those skills translate into student-teacher relationship building and classroom practices. This study also addresses the issue of how teachers experience and deal with shame in the workplace. In order to better understand the characteristics of SEC teachers and how they build relationships with students and how they deal with shame, I first conducted a survey of how secondary teachers viewed their SEC and if they had experienced shame related to their positions as teachers. Following the survey, I observed the classroom practices of seven secondary teachers. Finally, I interviewed the seven teachers so that they could explain their views on SEC, their classroom practices, how they develop relationships with students, and how they experience shame in the workplace.Attribution-NonCommercial-NoDerivatives 4.0 InternationalTeacher social-emotional competenceTeacher shameTeacher shame resilienceStudent-teacher relationships