Across the United States, school districts lack special educators, who are responsible for teaching students with significant and various disabilities. District personnel struggle to retain special education teachers, as demonstrated by 48 out of 50 states currently reporting shortages. Researchers shown that burnout is a significant factor in special education teacher attrition. The problem addressed in this study is that little is known about whether administration support predicts the rate of burnout among special education teachers. The conceptual framework for this study was the conservation of resources (COR) theoretical framework. The COR framework asserts that individuals are equipped with a set amount of time and energy and cannot meet the responsibilities of jobs requiring persistently high demands with limited resources, such as teaching students with disabilities. Participants were 77 special educators in central California who completed the supervision subscale of the Teacher Job Satisfaction Questionnaire and the Maslach Burnout Inventory-Educator Survey. A bivariate linear regression was conducted which revealed: (a) a significant negative relationship (r = 0.354, p = 0.002) between special educators' perceptions of administrative support and their feelings of emotional exhaustion and depersonalization; and (b) no significant relationship (r = 0.359, p = 0.001) between special educators' perceptions of administrative support and personal accomplishment. Recommendations for practice include research-based professional development training provided for administrators. Research recommendations included examining which specific type of administrative support is most valuable and whether student ages, grade levels, or disability type influences special education teachers' feelings of burnout. [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.]