Aimed current study to determine the role of school principals in achieving regulatory support for new teachers in schools of basic education in the Sultanate of Oman, and the disclosure about the significance of the differences in different variables of type and stage, and to develop a set of proposed actions to activate the role of school principals in achieving regulatory support for new teachers. The study followed the descriptive approach; suitability for the study of the nature and achieve their goals, has been selected study sample randomly, and the number is (250) new teachers from schools in the Sultanate of Oman. To gather data for the study; been building questionnaire consisted of three main axes: where he addressed the first axis administrative support for teachers from the Ministry of Education at the school level, while the second axis eating the degree of perception of new teachers to support regulatory principals, The third axis has dealt with the actual practices of support regulatory for new teachers. And statistically processes the data through the Statistical Package for Social Sciences (SPSS) was reached following results: .The estimates of the study sample on the actual practices of regulatory support for new teachers provided by the school principals significantly. 2. occurred after the management style at the highest degree of approval in the dimensions of administrative support for teachers from the Ministry of Education at the school level, while incentives and rewards earned on less responsive. 3. occurred after the support and assertiveness among workers at the highest degree of approval in the dimensions of the degree of awareness of managers principals organizational support for new teachers, while got to participate in the decision-making less responsive. 4. occurred after the requirements for achieving emotional support at the highest degree of approval in the dimensions of the actual practices of organizational support for new teachers, while achieving the requirements received less support Altakima response. 5. lack of significant statistical differences at the level of significance (0.05>a) in the study sample estimates of the role of school administrators in achieving regulatory support for new teachers due to the variable type and level of education. The study concluded a set of proposed actions and design program that demonstrates the role of the director of schools in initialize new teachers