Abstract
This quantitative perception study explored the relationship between (a) the amount of administrator support given to teachers who teach special needs students and (b) teacher self-efficacy with regard to teaching special needs students. Electronic surveys were utilized to collect data for this study. Data were collected from 31 administrators and 226 teachers in 13 states across 19 school districts and 77 schools. A Pearson correlation was utilized to analyze the data collected in this study and revealed a significant correlation between administrator support and teacher self-efficacy.
