Educators' Social-Emotional Learning (SEL) is crucial for fostering positive, supportive, and effective learning environments. This study seeks to improve SEL assessment among educators by addressing limitations of the previous EduSEL questionnaire. Study 1 established convergent validity by comparing EduSEL with a validated SEL questionnaire. Study 2 focused on expanding the scope of the assessment, by adding new items. In Study 3, exploratory factor analysis yielded a four-factor structure comprising self-management, ethical problem solving, self and social awareness and relationship skills. In Study 4, the five most robust items from each subscale (20 items) were assessed in confirmatory factor analysis, yielding good model fit indices for the four-factor structure, high reliability ([alpha] = 0.92) and adequate convergent validity. To summarise, the EduSEL-R questionnaire exhibits closer alignment with the CASEL framework and encompasses additional SEL competencies. Thus, the current study contributes to the advancement of a comprehensive SEL assessment.