Administrative transparency is one of the most influential organizational practices that positively affect the quality of work and raise the employees' morality. This study investigated the relationship between administrative transparency achievement motivation, in addition of the degree of administrative transparency practiced by school principals, and teachers' achievement motivation in Suhar. Moreover, it studied the influence of gender on the practice of administrative transparency. The study sample consisted of 365 male and female teachers. The researcher used the Administrative Transparency Measurement Scale developed by Rawlins (2008) to measure administrative transparency, and the Academic Motivation Scale developed by Blais (1993) to measure teachers' achievement motivation. The content validity of the two scales was measured including the item validity and sampling validity. Moreover, the internal consistency of the scales measured by the Cronbach's Alpha showed that they had high reliabilities, which were 0.89 and 0.81 respectively. One of the main findings of the study was that school principals practiced a low level of administrative transparency, and teachers had low achievement motivation. The study also indicated that the relationship between administrative transparency and achievement motivation was weak r= 0.329. Those findings fairly supported the proposed model for the study. Furthermore, the findings indicated that there were statistically significant differences in the practice of administrative transparency due to the gender variable in the favor of male. Based on these findings, it is recommended that the Ministry of Education should provide training courses and workshops for school principals to familiarize them with administrative transparency and develop a specific mechanism on how to implement it. In addition, it is vital to raise teachers' achievement motivation through the implementation of innovative motivating training programs. Teachers also should be interviewed to explore sources of motivation and other factors that would help to improve their achievement motivation, and reduce the pressure of their workload. Finally, it is suggested to further investigate the reasons of low administrative xiii transparency and achievement motivation in schools and the relationship of variables to other potential variables.