This quantities' study discusses the influence of teachers’ leadership skills on students’ academic optimism of basic and post basic school in selected governorates in the Sultanate of Oman. The problem is that emotional and physical withdrawal of students leads to various behaviors among students which affect their academic performance such as waiting for deadline to do assignments, absenteeism in exams’ days, law level of motivation and interest in doing assignments, disturbance of class, distrusted in teachers, denigration of school values accompanies by failure in classroom, less and rare participation in classroom and school activities. Therefore, the study objectives were to identify the dominant teachers’ leadership skills in basic and post basic education schools, to diagnose the level of each skill, identify the dominant students’ academic optimism dimensions, and examine the level of each dimension and the relationship between teachers’ leadership skills and students’ academic optimism. The descriptive and analytical method was used. The study population was (1791) teachers and the sample size selected randomly using Krejci and Morgan table (1970). It was (316) teachers. The data collection was based on the questionnaire which consists of (60) paragraphs distributed into three sections (the demographic backgrounds, teachers’ leadership skills and students’ academic optimism). The findings revealed that: expertise is the dominant teachers’ leadership skill among basic and post basic schools whereas the skills related to making decisions and expressing opinions have a lower frequency, students’ trust in the teachers is the most dominant students’ academic optimism dimension and the lowest dimension level which is related to students’ identification with school. There was strong positive significant relationship appeared between teachers’ leadership skills and students’ academic optimism in basic and post basic education schools.