This article examines school leadership practice in Oman, reviews research conducted on various school leadership practices, and provides empirical data on the emerging interest in authentic leadership. The article presents empirical data on the relationship between principal authentic leadership (PAL) and teacher turnover intention (TTI), with a focus on the mediating role of teacher engagement (TE). The results show that PAL has indirect effects on TTI and that these effects are significantly mediated by TE. The results highlight the importance of principal authentic leadership and teacher engagement in the Omani context. Implications for the improvement of school leadership practices are discussed.