This study investigates the impact of school heads' support on novice special education teachers' stress levels, job satisfaction, and intent to stay in teaching. Recognizing the critical role of support in the professional development and retention of teachers, particularly in the demanding field of special education, this research aims to address a notable gap in the literature. A sample of 262 novice junior special education teachers participated in the survey, employing a correlational research design. The study utilized a survey method to collect data, with a self-designed questionnaire demonstrating high internal consistency reliability (Coefficient Alpha = .860). The sample was selected using random sampling techniques. Descriptive statistics (means, standard deviations) summarized participant characteristics and key variables. Correlation analysis revealed significant relationships between school heads' support, stress levels, job satisfaction, and intent to stay in teaching. Additionally, independent samples t-tests examined gender differences in perceived school heads' support, stress levels, job satisfaction, and intent to stay in teaching among novice special education teachers. Furthermore, moderation analysis explored differences in the relationship between school heads' support and intent to stay in teaching among novice JSETs working in rural and urban areas. The findings suggest that increased support from school heads is associated with higher levels of job satisfaction and intent to stay in teaching, as well as lower stress levels among novice junior special education teachers. The study contributes to the literature by providing empirical evidence on the impact of support in special education and offers insights for educational leaders and policymakers to enhance support mechanisms for novice teachers. Recommendations include fostering supportive leadership practices and tailoring support initiatives to address the unique needs of special education teachers.