This study aimed at studying the means of adopting the schools'-based management approach to promote the management of secondary schools in the Sultanate of Oman. It also aimed at identifying the principles and goals of this approach and the models of its implementation in some countries. Another objective was to be acquainted with the efforts being exerted towards the development of management of secondary schools in the Sultanate of Oman and the possibility of applying the principles of school- based management for that purpose, based on the different opinions reflected by school managers and teachers of both sexes in those schools to see if there are any differences in their viewpoints that could reveal any statistical significance in participants according to their occupation,gender,academic qualification and experience. The study also aimed at formulating proposals regarding the procedures of developing management of Omani secondary schools in accordance with the school based management approach. To achieve the goals of the study, the researcher analysed the theoretical literature regarding the approach to school based management, and the school management in Oman. She (the researcher) also designed a questionnaire of 56 items and ascertained its validity and reliability. The items of the questionnaire were classified into 5 domains representing the principles of the school based management approach. They were the diversity of the educational decision-making levels, Power, Knowledge, Information, and Rewards. The study sample consisted of 65 principals and 363 teachers (males and females) the statistical processing of data was carried out with the use of frequencies, means, standard deviations, ranks, (T) tests and (ANOVA). Some of the most outstanding results that the field study arrived at were the following: 1. The rating of the members of the study sample regarding the five domains on the possibility of applying the principles of the school- based management approach in Omani secondary schools varied from 'very high' to 'high'. The procedures involving the reward principle scored 'very high' according to principals and teachers' opinions. The procedures regarding the principle of Knowledge also scored 'very high' from the viewpoints of principals, while it scored 'high' according to the teachers'responses. As for the principles of Information, Power, and the diversity of the educational decision making levels, all scored'high' according to the responses of principals and teachers. 2- In respect of the impact of indepented variables, the study arrived at the following: a- There are statistically significant differences between the average rating of the principals' category and the teachers'category of the study sample attributed to the Occupation variation. This was noted in the domains concerning the principles of the diversity of the educational decision-making levels, Power, and Information in favour of principals, while there are no statistically significant differences between the figuring of the two categories that could be attributed to the occupation variation on the Knowledge and the principle of Rewards. b- There are no statistically significant differences between the average rating of principals on all five domains that could be attributed to the variables of gender, academic qualification and experience. C- There are no statistically significant differences between the average rating of male teacher and female teachers on all five domains that could be attributed to the variables of gender and academic qualification, while there are statistically significant differences attributed to the variables of experience on the domain on principle of Power in favour of the teachers with prolonged experience. At the same time, there are no statistically significant differences between the average rating of male and female teachers of the study sample that could be attributed to the variables of experience compared to the other four domains. In the light of analyzing educational literature and the findings of the field research, the study has put forward a number of proposed procedures, the most prominent of which are : • Granting the schools a broader scope of authority equal to the areas of responsibilities and tasks they undertake. Amending the organizational regulations of general education in a way that enables teachers, students and parents to play amore substantial role in the process of educational decision-making at the school level. Authorizing the schools to handle the ongoing of their affairs. Setting up a mechanism that will monitor the performance of schools and hold them accountable for any malfunction or drawback.