Recognizing the importance of early experience to job satisfaction and commitment, this study was conducted to investigate the effect of support from administration on the induction and retention of 457 beginning public school, special education teachers. Secondary analysis techniques were applied to information derived from the 1987-88 cross sectional database Schools and Staffing Survey (SASS), with concentration on results of the Perceptions and Attitudes toward Teaching section. Findings suggest that the presence of administrative support is significant to beginning special education teachers in scheduling conferences and Individualized Education Plan meetings, providing information, and giving authorization to act; in allowing novices' participation in educational decision making and staff meetings; in providing appropriate resources; and in recognizing progress made. The findings in this study confirm previous research that aspects of the teaching climate can help to ameliorate conditions that may lead to attrition of new teachers. This conclusion may strongly influence educational policy making. It supports the call for the provision of mentoring and other beginning teacher induction programs. (Contains 21 references.) (LL)