"The Degree of Science Female Teachers' Possession of Digital Competencies according to the Digital Transformation in Early Childhood"

The current research aims to discuss the degree of science female teachers' possession of digital competencies according to the digital transformation in the early childhood stage. It has adopted the descriptive approach to achieve this objective. The research tool consisted of a questionnaire.
The questionnaire is administered to a study sample of (158) participants, distributed as follows: (20) science female supervisors and (138) early childhood school female principals. The Research reached several findings, the most prominent of which is that the possession degree of digital competencies by early childhood science female teachers according to the concept of digital transformation as a whole was medium with an arithmetic mean of (2.65). The competencies were ranked as follows: Participation and professional development competencies were ranked medium with an arithmetic mean of (2.79), followed by digital evaluation competencies, which were ranked medium with an arithmetic mean of (2.71), then digital design and implementation competencies, which were ranked medium with an arithmetic mean of (2.65) and finally Digital planning competencies were found to have a low degree of possession, with an arithmetic mean of (2.46).
The findings of the research also revealed no statistically significant differences at a significance level of (α ≤ 0.05) between the average responses of the study sample to the questionnaire on the degree of science female teachers' possession of digital competencies according to the digital transformation in early childhood, according to the variables (Job Title, Academic Qualification, Count of experience Years and Count of Courses).