The study aimed to identify the leadership styles of the schools' principals in South Batinah Governorate schools, and the relation of these styles to the teacher's organizational identification. The study adopted the descriptive approach. Two methods were developed as a tool for the study; one for the leadership styles and the second one for the organizational identification. The study community consists of 6686 teachers from different schools in South Batinah Governorate for the academic year 2017/2018. A random sample of (376) teachers were selected. The results of the study indicate that the prevailing leadership pattern from the point of view of teachers is the democratic pattern, followed by the autocratic second place, while the last rank is the apostolic. There are statistically significant differences in leadership patterns due to the gender variable in the democratic leadership style in favor of females. The results reveal that there are statistically significant differences in the years of experience variable in favor of those with 5-10 years of experience in the style of democratic leadership, but for those who are of more than 10 years of experience tend to have autocratic and consular leadership. The results of the study reveal that all the three dimensions of organizational identification (loyalty, similarity, membership) are highly responsive. The results also show statistically significant differences due to the gender variable after the organizational allegiance to females, while there are no statistically significant differences in dimensions of organizational similarities and organizational membership. The results also found no statistically significant differences due to variable of years of experience in all dimensions of organizational identification. The results also reveal a positive correlation between the democratic leadership style and all dimensions of organizational symmetry, as well as an inverse correlation between the models of autocratic and apostolic leadership, and all the dimensions of organizational symmetry. The study has come up with several recommendations, the most important of which are: To strengthen the organizational symmetry of teachers and to intensify the training of school principals to educate them of the importance of their leadership role (whatever type) and its impact on the performance of their teachers.