Purpose: The socialization literature has identified the importance of school administrator support in physical education teachers’ work experiences. The purpose of this study was to understand how principals’ own socialization influences their perspectives on and support for physical education. Methods: Data were collected through semistructured interviews with 29 school principals (14 males and 15 females) and 15 physical educators (11 males and four females) matched at the schools from which principals were recruited. Results: Qualitative data analysis resulted in four intersecting themes: (a) Administrators’ prior socialization and subjective theories frame support for physical education; (b) supportive principals are visible, engage with their teachers, and hold them accountable; (c) stress is exacerbated when principals and physical educators’ values and beliefs differ; and (d) school and policy constraints influence administrators’ vision and support for physical education. Discussion and Conclusion: Educational leadership programs should consider preparing principals to support the work of physical education teachers.

目的：社会化文献已经确定了学校管理人员支持在体育教师工作经验中的重要性。本研究的目的是了解校长自身的社会化如何影响他们对体育教育的看法和支持。方法：通过对招募校长的学校中匹配的 29 名学校校长（14 名男性和 15 名女性）和 15 名体育教育工作者（11 名男性和 4 名女性）进行半结构化访谈来收集数据。结果：定性数据分析得出四个交叉主题：(a) 管理者先前的社会化和主观理论框架对体育教育的支持； (b) 校长的支持是显而易见的，与教师互动并追究他们的责任； (c) 当校长和体育教育工作者的价值观和信仰不同时，压力就会加剧； (d) 学校和政策限制影响管理者对体育教育的愿景和支持。讨论和结论：教育领导计划应考虑培养校长来支持体育教师的工作。