This study examined the link between special education teacher job satisfaction and its impact on teacher shortages. Covariation of administrative support and job satisfaction was evaluated with school sector also evaluated for relevance to special education teacher job satisfaction. A quantitative, cross-sectional research model was used for the data collection and analysis process. The population for the study was special education teachers, and data was extracted from the National Teacher and Principal Survey. Data was collected for this survey by the National Center for Education Statistics using paper documents and internet questionnaires. Multiple regression was used to test the relationships between special education teacher satisfaction and administrative support. The findings indicate as perceived supportiveness and encouragement from administration increased, a corresponding increase in job satisfaction from special education teachers occurred. The findings from this study showed no significant moderation effect of the school sector between public and private schools. These outcomes further suggested that the role of administrative support was crucial regardless of the public or private nature of the school. As a result, it is imperative for school administrators to focus on building a culture of support and encouragement, paying special attention to providing emotional and professional support to teachers. Additionally, schools should consider implementing policies that ensure equitable access to resources and support for all teachers, irrespective of their demographic characteristics. Lastly, considering the minor but significant role of gender in influencing job satisfaction, schools should be mindful of gender dynamics and strive to create a more inclusive and supportive environment for all teachers, regardless of their gender identity.