Teachers serve as pivotal change agents, and robust social-emotional competencies (SEC) are essential for promoting student development and managing classroom complexities. This multi-site, mixed-methods study investigated distinct teacher SEC profiles and their associations with psychological adjustment across two cultural contexts using person-centered analytical approaches. Quantitative and qualitative data were collected from K-12 teachers in Canada (N = 100), primarily in Quebec and Saskatchewan, and from elementary teachers in the Greater Taipei area, Taiwan (N = 238). Both studies were guided by the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, with outcome measures including work engagement and general well-being. Five core SEC domains were assessed: relational self-efficacy (teachers' confidence in building supportive relationships with diverse students), multicultural attitude (beliefs in the value of culturally inclusive education), warmth provision (emotional support and caring behaviors), emotional regulation (cognitive reappraisal and expressive suppression), and decision-making skills (option generation and consequence evaluation). Cluster and latent profile analyses identified four SEC profiles among Canadian teachers— "Socially Engaged," "Rational," "Emotionally Suppressed," and "Emotionally Uncontrolled"—and three profiles among Taiwanese teachers— "Socially Engaged," "Open Expression," and "Decision-Making Deficient." Across both sites, teachers with more adaptive SEC profiles consistently reported significantly higher levels of work engagement and well-being, while less adaptive profiles were associated with lower psychological adjustment. Qualitative findings further illuminated culturally embedded coping strategies, including distinctive patterns of emotional suppression observed in the Taiwanese context. The present study highlights the universal relevance of SEC in supporting teacher well-being and professional functioning. The identification of culturally nuanced profiles underscores the importance of differentiated professional development and institutional support tailored to educators' socio-emotional needs. Strengthening SEC across diverse educational systems may cultivate a more resilient, emotionally competent, and engaged global teaching workforce, ultimately enhancing classroom climate and advancing student social-emotional learning.