The purpose of this mixed method study was to examine if there is a predictive relationship among special education teachers' sense of teacher efficacy and intent to leave while accounting for job satisfaction and a special education teacher's perceptions of principal support. Electronic surveys were sent via Survey Monkey to a random sample of public elementary to intermediate school special educators in California. Participants (n= 663) completed the "Administrative Support Scale" (Littrell, Billingsley, and Cross, 1994), the "Teacher's Sense of Efficacy Scale" (short form) (Tschannen-Moran and Woolfolk Hoy, 2001), and "An Index of Job Satisfaction" (Brayfield & Rothe, 1951) as well as demographic information within the survey. Multiple regression and binary logistic regression methods were used to serve the purpose of the study. Overall, the results show that there are significant relationships between "Perceptions of Principal Support" and a special education teacher's Job Satisfaction as well as between "Perceptions of Principal Support" and a special education teacher's "Sense of Teacher Efficacy". Although results of the binary logistic regressions show that there appears to be no significant overall relationship between a special education teacher's "Sense of Teacher Efficacy" and "Intent to Leave", significant relationships were found among variables within the models. One pattern related to the variable of a sense of "Efficacy in Student Engagement" was found to be significantly related to "Intent to Leave". "Emotional Support" offered by principals was also another variable significantly related to "Intent to Leave". [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.]