This quantitative research aims at diagnosing the reality of training programs for principals of basic education schools in the governorate of North Batinah in the Sultanate of Oman, from the managers' perspectives. A questionnaire was designed to collect data, consisting of (41) items in (4) areas. The study population consisted of (160) managers in six states. The study sample consisted of (140) managers and managers. The findings revealed that the averages of the estimates of the sample members were mostly low, in all areas of the focus of training programs for school principals. The researcher recommended reconsidering the overall system of training school principals, focusing on practical aspects and skills to meet actual needs.

This quantitative study aimed to investigate teachers' administrative empowerment and its relationship with their job satisfaction in post-basic schools in the governorate of North Batinah in the Sultanate of Oman. The study used a descriptive method to collect the necessary data for the current study. To achieve the purpose of the study a stratified sampling method was used to choose the respondents. The questionnaire consisted of 54 items was distributed to 300 participants. The findings revealed that: Administrative empowerment and job satisfaction of the participating received high mean scores. In the authority dimension of the administrative empowerment, a statistically significant difference between males and females where male participants indicated higher perceptions at p≤0.05. There was a statistically significant difference between male and female participants in the social status dimension, where female participants showed higher satisfaction at p≤0.05. There was a statistically high significant relationship (p≤0.01) between the administrative empowerment and job satisfaction for teachers. This relationship indicates when teachers' administrative empowerment increases; job satisfaction for teachers also proportionally increases. The researcher recommended; Educational institutions need to adopt educational policies that call for power-sharing and allow a big number of staff to participate in decision-making.