Teachers are responsible for delivering instruction; however, they may also serve as therapists, caregivers, stand-in parents, or even confidants to their students. Given the unique stressors and growing teacher turnover rates, there is a need to promote teachers' resilience and overall well-being. There are many social-emotional learning (SEL) programs for students; however, fewer programs support teachers. As part of this client-focused dissertation, the researchers examined one teacher-focused social-emotional learning program, "Making a Difference No Matter What," piloted in a rural Alabama school district. The researchers examined the relationship between participation in the "Making a Difference No Matter What" video series and the P-12 teachers' perceptions of their SEL and stress. Ninety teachers completed the survey with Likert-scale and open-response formats. Results were analyzed aggregately and by gender, grade level, and years of teaching experience. Survey findings indicated a statistical difference between pre- and post-implementation overall and all five core competencies of SEL. The researchers further found a weak correlation between SEL and perceived stress. While this study was initiated before COVID-19, results support more teacher SEL programs and future research questions such as further testing the intervention in other school districts and examining better perceived stress and teacher SEC. [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.]