This study aims to identify to what level school principals are involved in practicing paradoxical leadership style and the association of such practice with teachers’ quality of work life in the Sultanate of Oman and to reveal the variances in exercising paradoxical leadership style and the quality of work life which are attributable to gender, educational qualifications, and years of experience according to the study sample responses. To achieve the goals of the study, the researcher used the descriptive approach and collected data using a questionnaire, recruiting a sample of (367) teachers from public schools across five governorates in the Sultanate of Oman. The study came up with several outcomes – notably, the exercise of paradoxical leadership style by the principals of public schools in the Sultanate of Oman is significantly high while the quality of work life for public schools’ teachers is high. Moreover, the results showed no ) based on the study sample 0.05≥statistically significant variances at (α responses of the paradoxical leadership variable and the quality of work life variable which are attributable to gender, years of experience and educational qualifications. However, there are statistically significant ) based on the governorates variable in connection 0.05≥variances at (α with paradoxical leadership practices in favor of Dhofar Governorate. ) in connection 0.05≥Also, there are statistically significant variances at (α with the quality of work life variable in terms of continuous improvement, school environment, bonuses and allowance and competitive edge in favor of Muscat Governorate given the study sample responses. Additionally, the results showed a strong and direct correlation between the practice of paradoxical leadership style and the quality of work life. The study present numerous recommendations and proposed a number of procedures to vitalize and stimulate the exercise of paradoxical leadership style by public schools’ principals in the Sultanate of Oman to promote the quality of work life. This includes encouraging paradoxical leadership-oriented thinking and providing schools leaderships with the necessary authority to support their subordinates to reward excellent performers.