The present study aimed at identifying the degree to which effective administrative creativity principles are practiced in Omani secondary schools from the point of view of school principals, their assistants and senior teachers. It also aimed at identifying the existing barriers to administrative creativity in Omani secondary schools from their point of view. The ultimate goal was to come up with proposed procedural measures for minimizing those barriers. To achieve the goals of the study, a critical analysis of the literature on creativity in general and administrative creativity in particular was conducted. Moreover, a pilot study was also conducted, a major contribution of which was the design of the questionnaire for the purpose of the present study. The sample of the study consisted of 609 subjects ( 85 principals, 115 assistant principals and 409 senior teachers) selected from 9 governorates and educational directorates, Data analysis involved computing means, standard deviations, t-test, Scheffe test and ANOVA. The correlation between the extent of the practicing of the principles of effective administrative creativity and the barriers to administrative creativity was also calculated. The most important findings of the present study are: 1. Perceptions of the members of the sample of the degree to which administrative creativity is practiced ranged between high and moderate. 2. Their perceptions of the degree to which barriers to creativity exist ranged between high and moderate. The two dimensions of environmental and organizational barriers were ranked as high whereas that of personal barriers was ranked as moderate. 3. The degree to which barriers to administrative creativity exist was ranked as high for all the dimensions of the study. 4. There was no statistically significant difference at the level of (a = 0.05) attributable to the educational region in all the dimensions of the study. 5. There was a statistically significant difference at the level of (a = 0.05) between males and females in the two dimensions of personal barriers and organizational barriers. 6. There was a statistically significant difference at the level of (a = 0.05) in the dimension of personal barriers only that could be attributed to qualifications, position, and experience. However, no statistically significant differences due to those variables could be found in other dimensions. Recommendations Strengthening the relationship between the local society and the school. Encouraging creative practices in administrative work.. Creating a creativity-enhancing atmosphere. Conducting further studies related to administrative creativity and investigating the influence of other variables.