The purpose of this mixed-methods research study was to analyze to what extent an hour-long professional learning module can increase self-awareness about educators' emotional regulation, and to determine what key features in a professional development module increase understanding of a teacher's own social-emotional competence (SEC). The goal was to find ways for teachers to increase their awareness about strategies so that they might feel more in control of their emotional responses that support healthy classrooms, and ultimately lead to less burnout. This study presented a significant change in the quantitative data where educators can benefit from learning about the important relationship between the brain and emotions, even in a relatively short training such as with the 1-hour module participants viewed in this study. The content suggested an effectiveness in underscoring the value of strengthening the educators' self-management skills, maintaining awareness of one's emotional regulation in the classroom, staying committed to their own well-being, and most importantly, reinforcing their role to model the same skills for their students. While teacher attrition in the United States is not a new challenge, recent teacher stress, exacerbated by the 2 years of uncertainty brought on by the 2020 global pandemic has further compounded the problem (Brion, 2022; Pressley, et.al., 2022). Shifting the focus to educators' needs and development of their well-being, this study aimed to better understand how online professional development can support educators' awareness of their own social-emotional competencies. A systemic focus on increasing teacher self-awareness and educator self-care can ideally support healthier classrooms at a time when care and compassion is needed for all educators who strive to rebound from one of the most traumatic and disruptive periods in the history of education. [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.]