This study aimed to identify the actual practice of the administrative role of teachers in the schools of basic education, the second cycle (5-10) in the Sultanate of Oman, and to determine whether there are statistically significant differences between teachers, according to gender and the educational district. Further, the study aimed to some suggest recommendations for the development of the administrative component within the teacher education program in the Sultanate of Oman. To achieve the study objectives, a review of educational literature related to the teacher's administrative role was carried out. Further, a questionnaire of thirty (30) items was prepared, and ascertained of its significance and sincerity. The questionnaire items were grouped into four areas: planning, communication, decision-making and organization. The study sample consisted of (128) of male and female Omani teachers working in the following educational districts: Muscat, Aldakhilieah, and South Albatinah. The statistical data was treated using mathematical averages, standard deviations . The following were the most important findings of the field study: 1. The area of planning has a low observed of 1.8997, while other areas have medium between 2.2109- 2.6406. 2. In light of the educational literature review and the findings of the field study, the study suggests a number of recommendations. The most important of these recommendations is ; To enable the teacher to exercise his/her administrative roles in the primary education schools, second cycle (5-10), a course in educational administration should be included in the program for the teacher's preparation in the College of Education at Sultan Qaboos University.