Social Emotional Learning (SEL) has introduced itself as a field that plays a significant role in improving teaching quality. Though the issues and topics related to SEL have been individually studied in the realms of English for General Purposes (EGP) and English for Specific Purposes (ESP), there has been little analysis, if any, undertaken in the past between the two realms at the same time. This study investigated teachers’ SEL across six criteria, well-being, teacher self-reflection, teaching efficacy, educating all students, school climate, and professional learning, while considering teachers’ experience and academic degree as covariates. This was done by conducting a Purposive and Snowball sampling method on a total of 128 EGP and ESP teachers in the Iranian educational system through the Panorama Social-Emotional Learning survey questionnaire. Descriptive statistics showed slightly higher overall SEL means for ESP teachers compared to their EGP counterparts. With the Trace of Pillai in 2 x 3 x3 factorial MANOVA, the multivariate main effect of teacher type was statistically significant, and teaching experience and academic degree showed statistically detectable multivariate effects, but the interaction effects of teacher type were not statistically significant. Follow-up univariate tests showed that the ESP teachers rated higher than their EGP counterparts on well-being, teaching efficacy, educating all students, and school climates. However, differences in teacher self-reflection and professional learning were not statistically significant. The findings highlight the need for targeted professional development initiatives for novice teachers to promote inclusive, supportive classroom environments and improve student outcomes in both contexts.