The purpose of the study was to better understand how professional self-efficacy is related to the support school administrators provide and receive. Using a sequential, mixed-methods research design, middle- and high-school administrators serving in a metropolitan school district located in a southeastern U.S. city participated in a research study. Convenience sampling was used for selection, as 60 of the 122 secondary administrators opted in to participate in the study. Study participants completed an online survey that measured their perceptions of professional efficacy in relation to receiving support from, or providing support to, members of their school community. After completion of the survey, seven of these school administrators participated in a semi-structured interview to elaborate upon their survey responses. The effect of self-efficacy was found to be statistically significant in five of the six dependent variables, as they related to how the administrator participants felt they supported their teachers through communication, recognition, and feedback. Coding of qualitative data resulted in six interconnected themes, highlighting the importance of: (a) on-site relationship building, (b) substantive professional development, (c) effective communication, (d) expectations of workload, (e) addressing of student needs, and (f) garnering support from district administration.