The purpose of this quantitative correlational study is to determine if a relationship exists between paraeducator perceived self-efficacy and the transformational leadership behaviors of building trust, acting with integrity, encouraging others, encouraging innovative thinking, and coaching and developing people displayed by the special education teachers who supervise them in the United States. The lens of social cognitive theory was used to understand the context of the relationship between special education teachers and paraeducators. The study sample consisted of 161 paraeducators who were recruited from Facebook groups. The Teacher's Sense of Efficacy Scale-Short Form (TSES-SF) and the Multifactor Leadership Questionnaire (the subscale of transformational leadership: MLQ-TL) were the instruments for data collection and analysis. Two research questions used Spearman's correlation to analyze if a relationship existed between self-efficacy, building trust, and coaching and developing others. Spearman's correlation between self-efficacy and building trust is r =0.34 (p < 0.001). Spearman's correlation between self-efficacy and coaching and developing people is r =0.36 (p < 0.001). The Pearson's correlation between self-efficacy and acting with integrity, encouraging others, and encouraging innovative thinking are r = 0.43, 0.36, and 0.32 (p < 0.001), respectively. These findings contribute to the field of special education to serve as foundational research to learn more about the potential causation of the relationships between special education teachers and paraeducators. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]