McKenzie, Tamika Andrea2022-10-242022-10-242022-05http://hdl.handle.net/11414/3502Do teachers feel that they have the potential to support the needs of the students they encounter in today’s society? Are they confident in their own abilities, and the impact that they may have on student outcomes and growth? To answer these questions what must be considered is the professional development opportunities teachers engage in that might support their own growth and abilities. Across many decades, research has documented the impact that a variety of teaching practices and techniques that have had a positive impact on students, and ultimately the efficacy of teachers. This mixed-methods study sought to investigate these inquiries amongst transitional kindergarten through twelfth grade teachers in the state of California. The research focused on growth mindset, mindfulness, social emotional learning, and the impact that these practices had on teacher efficacy. This study suggests that teachers do have a growth mindset and feel that all students can grow and learn, and having this mindset impacts how they teach and design lessons in the classroom. This study verifies that many teachers practice mindfulness in their classroom, and it supports their impact and effectiveness in the classroom. Social emotional learning is proven in this study to positively impact classroom environments and support teachers in their ability to support their students’ needs. The participants of the study expressed the need for more professional development in the area of social emotional learning to increase teacher efficacy.en-USAgencyAdult Learning TheoryGrowth MindsetMastery Learning and GradingMindfulnessProfessional DevelopmentProfessional LearningSocial Emotional LearningSelf- EfficacyTeacher EfficacyThesis