JPSY_V5_N3_RP1 Laron Scott Journal on Educational Psychology 2230–7141 5 3 9 20 Student-led IEP, Student-directed IEP, Self-efficacy, Special Education Teacher Self-efficacy, Correlation Research, Self-determination, Administrator Support Self-efficacy has been closely linked to teacher performance of instructional tasks. Previous studies on teacher self-efficacy focused on general activities and were less specific regarding special education teachers’ perceived ability to perform a given task. The purpose of this quantitative correlation study was to evaluate high school special education teachers’ self-efficacy with teaching students with disabilities the skills they need to lead their IEP meetings. The research question addressed the relationship between a high school special education teacher’s support from administration, and the level of the teacher’s self-efficacy with respect to teaching students with disabilities the skills they need to lead their IEP meetings. A sample of 84 high school special education teachers completed the Teacher Survey of Student Involvement in IEP Meetings Questionnaire (TSSIIMQ). A two-sample t test, was performed on the participant’s responses. The results showed that special education teachers’ support from administration was statistically significantly correlated with their levels of self-efficacy. This study had significant implications for social change by suggesting that a higher level of teacher self-efficacy may lead to an increase in preparing students who are self-determined advocates involved in leading their IEP meetings. November 2011 - January 2012 Copyright © 2012 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=1655