This study aims at identifying the level of practicing authority delegation to the schools' principals in the South Eastern Governorate in Oman in light of the requirements of administrative empowerment. It also seeks to know the extent of any significant statistical differences in the practice of delegation of authority in these schools, and the obstacles facing schools in activating the delegation. The study followed the descriptive approach by designing a questionnaire which consisted of four factors: the reality of authority delegation practices, the role of the delegation of authority in improving school performance, requirements for administrative empowerment, and obstacles to the delegation of authority in schools. The study sample included (128) senior teachers in schools in the South Eastern Governorate in the Sultanate of Oman. The data was processed using the Statistical Package for Social Sciences (SPSS) to perform statistical analyzes to answer the study questions using statistical means, standard deviations, T.test, one-way ANOVA. It concluded that the reality of the exercise of delegation of authority came to a large degree and that the role of the delegation of authority in improving school performance came to a large degree. It also found that there were no statistically significant differences for the delegation of authority practice among the school principals of in ح the South Eastern Governorate of Oman that can be attributed to gender and experience. Besides, the obstacles to the delegation of authority in schools came with a medium degree. Recommendations for activating the practice of delegation of authority to school principals were highlighted, and suggestions for relevant future studies were made as well.