The purpose of this study is to explore the perspectives of teacher educators and school principals on the value and importance they place on social emotional competencies (SEC) in new teachers currently entering PK-12 school systems; and to investigate the strategies these educators and administrators use to assess the SEC levels of new teachers when considering them as candidates for graduation or hire. The methodology used is a Grounded Theory approach in the form of a two- question survey instrument based in the state of Ohio only. Findings indicate that there is a shared high rate of value placed on the desire for teachers to be able to demonstrate strong SEC skills before entering the classroom. However, when focused on individual participant responses, the concepts of what determines SEC in an individual teacher candidate varies among participants as based on the accepted values, beliefs and rules of their particular community region and institutionally based group. As a result of the variance in individual concepts developed through this study, findings demonstrate a strong need for further enquiry into a more universal understanding and acceptance of a shared definition of terminology in order to develop a common stand-alone curriculum for developing SEC traits in preservice teacher candidates. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]