Abstract

This report examines leadership practices among private primary school principals in Muscat, Oman, and how these influence performance and effectiveness. Using interviews with 16 principals, the study identifies practices such as inclusivity, delegation, cultural responsiveness, and professional development as critical drivers of performance aligned with Oman’s Vision 2040. Principals’ perceptions regarding leadership, the approaches employed by them, and the recurrent challenges faced by them in corresponding administrative tasks along with instructional leadership are established by this study. This study focuses on transformational leadership theory and emotional intelligence. Data is then analysed thematically through NVivo software, which assisted in identifying key themes and patterns across responses. Findings indicate a range of leadership practices comprising inclusivity, alliance, organized systems, emotional parameter, clear communication, respect for traditions, and a robust emphasis on professional development. This also refers to engage in visionary as well as task-focused leadership while managing the dual needs of supervision as well as pedagogy. The results specifies that profound leadership in Oman’s private schools needs to be both culturally rich and future-focused, requiring principals to lead as well as convey with empathy, simplicity, and strategy. It will eventually improve educational quality as well as student outcomes in the context of Oman’s Vision 2040.