The number of juveniles with disabilities entering the juvenile justice system is growing at a rapid rate. Many juvenile justice facilities are unable to provide adequate special education services due to the nationwide shortage of special education teachers. This dissertation uses the theoretical framework of teacher efficacy to examine the correlation among the retention of special education teachers who serve students within the juvenile justice system and teacher efficacy, stress, support, workload stressors, and burnout. The participants of this study consisted of 155 special education teachers who currently or previously provided special education services to juveniles within the juvenile justice system. The research design for this quantitative study is a correlational research design that implements surveys as the data collection produces. The principal investigator used six multinomial logistic regression models were used to examine the relationships among the retention rate of special education teachers who serve students within the juvenile justice system and teacher efficacy, stress, workload stressors, burnout, and support. The results of this study indicated that teacher efficacy and workload stressors are significant predictors of support, support is a significant predictor of workload stressors, and support is a significant predictor of the retention of special education teachers who serve students within the juvenile justice system. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]