The study aimed to identify the reality of organizational ambidexterity practice and reveal the difficulties that hinder the practice of organizational ambidexterity among female principals of government secondary schools in Riyadh from the perspective of teachers. The study addressed the dimensions of organizational ambidexterity, which are exploitation, exploration, and structural ambidexterity. To achieve the study's objectives, the researcher used a descriptive-analytical approach and used a questionnaire as a tool for data collection. The study community consisted of all female teachers in government secondary schools in Riyadh  (a total of 7445), and a random sample of 366 female teachers from government secondary schools in Riyadh was selected. The results showed that the reality of organizational ambidexterity practice among female principals of government secondary schools in Riyadh from the perspective of teachers was high, with exploration practice at an agreement level of 3.97, exploitation practice at a high agreement level of 4.09, and structural ambidexterity practice equal to 3.95. The most important difficulties in practicing organizational ambidexterity were weak incentives for creative and distinguished people and a lack of necessary financial allocations to implement training programs to develop organizational ambidexterity skills for school principals.
Keywords: Organizational Ambidexterity, School Leaders, Exploitation, Exploration,  Structural Ambidexterity.