School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.

中文翻译：

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校长对体育教育对学术使命的价值的看法的发展和成熟


校长负责领导实现基于学生在核心科目成绩的学术使命。校长相对于体育 （PE） 的社会化经历可能会影响他们对体育学术价值的看法。我们的目的是调查校长对体育对学校学术使命的价值的看法的发展和成熟。11 名校长完成了两次深入访谈，了解他们对体育对学校学术使命的价值的看法。访谈发生在他们的体育老师参与扩展专业发展之前和之后。校长在两次访谈之间分别观察和评估了现任体育老师的教学表现。职业社会化理论指导调查和分析。校长在 K-12 期间的积极和消极经历影响了他们对体育对学术使命价值的信念，并在各自体育老师的表现期望中显而易见。专业培训效果不大，但教学领导与体育老师的互动影响了校长对体育对学校学术使命价值的看法。在研究过程中，注意到校长对体育学术性质的看法发生了积极变化。校长准备计划在支持 PE 方面几乎没有提供指导。与体育老师一起观察和反思最佳实践的机会可能会积极地改变他们的信念。有必要对特定内容领域（如体育）的教师进行评估提供更多指导，体育教师可以通过让校长了解与学校学术使命相一致并支持学校学术使命的最佳实践来抵消边缘化。