The current study aims to identify the availability of administrative competence among principals and measure the level of motivation among teachers in monolingual and bilingual private schools in Muscat, Sultanate of Oman. In order to achieve the objectives of the study, the descriptive correlative approach was used, as well as the questionnaire tool, which was used in the study to collect data and information. The study group consisted of (359) persons from private schools in Muscat Governorate, Sultanate of Oman. The most significant findings of the study are as follows: Administrative competence among the principals of private schools was found at a medium degree of availability. The organization aspect ranked first with a high degree of availability while problem-solving ranked last. The findings also showed that there were no statistically significant differences between the mean of the ranks of the study group attributed to the variables of gender, educational qualification, and years of experience, except for the aspect of organization in the type of school, which was statistically significant in favor of the teachers of monolingual schools. The findings of the study also showed that the level of motivation of teachers in private schools in the Sultanate of Oman came at an average level in general, while professional ambition ranked first with a high level of motivation. However, the desire to help students ranked last with a poor level of motivation. The findings of the study also showed that there were no statistically significant differences in the level of the motivation variable in the assessments of the study group among private school teachers in Muscat Governorate attributed to the following variables (gender, academic qualification, years of experience, type of school), except for the professional ambition aspect, which showed statistical significance in favor of teachers with less than (5 years) of experience. The findings of the study showed a positive statistically significant relationship between the total degree of administrative competence among private school principals, and the total degree of professional motivation among teachers in Muscat. The findings also showed a statistically significant relationship between the aspects of administrative competence and professional motivation and showed no statistically significant relationship between (planning) and both (achievement motivation, and the desire to help students). In light of the findings of this study, a set of recommendations were concluded The school administration supervision department is required to motivate principals to develop plans to improve school resources, its budget, and teachers' performance. It is also required to instruct the school administration supervisor to draw the attention of the principals to the need for engaging teachers in setting educational goals and developing plans for the care and monitoring of exceptional students, as well as following up on the principals by the school administration supervisor to ensure that the principals hold periodic meetings with the teachers.