Level of P.E primary stage teachers' possession to teaching competencies with its relationship to certain variables according to educational supervisors and school leader's views

     The research aims to evaluate the level of P.E primary stage teachers' possession to necessary teaching competencies according to educational supervisors and school leader's views, to prepare a list of teaching competencies that P.E teachers should have, and to specify their availability and differences among teachers according to qualification and years of experience.
            The research used a descriptive approach, a questionnaire was prepared to evaluate the level of P.E primary stage teachers' competencies, consisting of four main competencies (cognitive, performance, emotional, and productivity) including (50) competencies.
            The sample included (50) supervisors and school leaders: (25) supervisors, (25) leaders. Results showed that teaching competencies as a whole came with a “great” estimate with an arithmetic average (3.60) with relative weight (71.93%). Cognitive competencies were “large” (3.607) and (72.15%), performance competencies were “large” (3.59) and (71.89%), emotional competencies with a “large” (3.610) and (72.20%), and productive competencies with a “large” (3.58) and (71.50%).
            Results showed the effect of academic qualification on competencies possession. Doctorate holders were the highest, followed by those with a master's degree, then those with a BA. There was no effect of years of experience on teachers' competencies.