The current study aims to determine: a) the practice of school principals of the distributed leadership method in the Sultanate`s governorates from the perspective of view of novice teachers, b) the level of self-efficacy of novice teachers in the schools of Sultanate`s governorates, c) whether there is a relationship between the practice of distributed leadership and self-efficacy of novice teachers in governorates' schools. The study aims to identify whether there are statistically significant differences in the degree of leadership practice distributed to school principals and the level of self-efficacy of novice teachers according to the gender variable. The current study followed the quantitative descriptive approach and used two scales, the first: the distributed leadership scale, and the second: the self efficacy scale, which consisted of two dimensions: the classroom environment dimension, and the school environment dimension, which was applied to (252) novice teachers. The current study results concluded that the practice of distributed leadership method by school principals in the Sultanate`s governorates is high from the point of view of novice teachers, and that the level of self-efficacy beliefs is high among novice teachers in the schools of the Sultanate`s governorates. The results stated that the level of self-efficacy in both: the classroom environment and the school environment of novice teachers in the schools of the Sultanate`s governorates are high from their point of view. Furthermore, the study also revealed there is a direct statistically significant relationship at the level (α<0.01) between the practice of distributed leadership among school principals and self-efficacy beliefs. The study also found that there were statistically significant differences (α = 0.05) in the practice of school principals of the distributed leadership method from the perspective of novice teachers according to the gender variable, in favor of males. It also revealed the presence of differences in the self-efficacy beliefs of novice teachers in favor of males in the school environment dimension, and there are no statistically significant differences between males and females in the classroom environment dimension. Based on the previous results, the current study recommended training teachers on different leadership skills that make them qualified to participate in solving the problems facing the school, and in the decision-making process, and training them to formulate educational and administrative. policies for the school, as well as awareness of school principals of the importance of practicing distributed leadership.