The present study aimed to identify the degree of practicing administrative wisdom among government-school principals and its relationship with perceived self-efficacy of teachers in Al Batinah South Governorate in the Sultanate of Oman in light of a number of variables namely (gender, years of experience and academic qualification). The study used a descriptive correlational approach to achieve its objectives. A questionnaire consisting of 56 statements was designed. It had two dimensions: administrative wisdom with 28 statements and perceived self-efficacy with 28 statements. After checking the validity and reliability of the questionnaire, it was distributed to a sample of 422 male and female teachers in Al Batinah South Governorate. The study showed that the degree of practicing administrative wisdom among government-school principals and its relationship with perceived self-efficacy was high from the teachers' perspective of teachers in Al Batinah South Governorate in Sultanate of Oman. The findings showed that the practice of the ability to predict the future and the practice of institutional comprehensiveness were high whereas the awareness and understanding others as well as control and educational technology were moderate. There were no statistically significant differences linked to gender in the degree of the practice of administrative wisdom of government-school principals in the governorate at (a≥ (0.05 from the teachers' perspective. However, there were statistically significant differences associated to the effect of academic qualification in all the statements and in the total score in favor of bachelor level and lower. The findings also showed that the level of perceived self-efficacy of government-school was high from their perspective of the teachers in Al Batinah South Governorate in Sultanate of Oman. The expectation and visualization ability, professional ability and self-development were very high. Utilization of technology, communication and building relationships were high. There were no statistically significant differences at (a≥ (0.05 ascribed to gender, years of experience and academic qualification in the teachers' estimates of perceived self-efficacy of teachers in government schools in Al Batinah South Governorate in the Sultanate of Oman from their perspectives. The study revealed a statistically significant and positive correlation between all the statements of the administrative wisdom scale and all the statements of the perceived self-efficacy scale of teachers in government schools in Al Batinah South Governorate in Sultanate of Oman. The level of the correlation ranged between low and moderate. In light of the previous findings, a number of recommendations were made. The following were some of them: specialists at the Ministry of Education represented in the Administrative Department and the Specialized Centre for the Professional Training of Teachers are recommended to give more intensive training programs in support of the statements of administrative wisdom of government school principals. Moreover, supervisors of school administration should help school principals identify problem-solving skills and surrounding environment changes and support them in utilizing them in favor of schools. Furthermore, school principals should continue making efforts to engage teachers in analyzing the reality of schools and the events surrounding them so that they can predict problems before they occur.