Employees want to receive support from their managers about their business matters. Manager support raises employees' performances, motivations; develop their loyalty and trust to their institutions. Due to these benefits, it can be said that executive support positively affects the development of the institutions. Perceiving that they are supported by their administrators, teachers will be able to fulfill the responsibilities of teaching, guiding students, improving their schools, professional development and cooperation with colleagues. The purpose of this study is to determine the teachers' views about the school principal support. Phenomenology pattern of qualitative research methods was used in the research. The study group consisted of 25 teachers. The study group was determined by the criterion sampling method of the purposeful sample used in qualitative researches. According to this, teachers who have at least 10 years of teaching experience and who have completed their master's degree are included in the study group. Data were collected by semi-structured interviews. The data obtained from the research were analyzed by content analysis. As a result of the research, the subjects that the teachers want to get support from the school principals, the factors that prevent the school principal from supporting the teachers and the attitudes and behaviors showing that the school principals support the teachers were determined.