This report summarizes results of a survey of special educators regarding first, their working conditions related to central office support and, second, the impact of administrative support on their job satisfaction, commitment, and intent to leave. Major findings regarding teacher attitudes toward central office administrators include a perceived administrative distance with a sense of being managed from a distance and a lack of proactive assistance and a perceived dissonance in priorities and values between teachers and central office administrators. Suggested directions for improving the central office-teacher relationship include expanding opportunities for meaningful and relevant information exchange between central office staff and teachers and expanding opportunities for professional development and learning. The second section of the report notes that teacher attitudes toward building support and central office support were not often highly correlated. It stresses the importance teachers gave to the role of the on-site administrator, the principal, both positively and negatively. Additionally, many special educators reported that they do not feel included in their schools. The suggested directions for improving the teacher/ administrator relationships mentioned above are reaffirmed. (DB)