The study aimed at identifying the teaching competencies necessary for female teachers of Islamic Education at the first cycle of basic education and their mastery of these competencies through answering the following questions: 1: What are the Islamic Education teaching competencies necessary for female teachers of different specializations at the first cycle of basic education ? 2. To what extent do female teachers at the first cycle of basic education master these competencies? 3. Do the teaching competencies of Islamic Education differ according to specialization? 4. Do the teaching competencies of teaching of teaching, Islamic Education differ according to experience? To answer these questions, the researcher reviewed the related literature in the area of teaching competencies, analyzed the syllabus of Islamic Education at the first cycle to identify the teaching competencies and prepared a questionnaire of teaching competencies which was submitted to a panel of basic education. To answer the second question, the researcher prepared an observation sheet to observe teachers' performance and see their mastery of the necessary competencies after validating the sheet and calculating its reliability coefficient which was (87). The sheet was administered to sixty teachers. One – way analysis of variance of specialization and that of experience and teachers' mastery of the competencies. Sheffe technique was used to do the post comparisons to answer the third and fourth questions. The most important results reached by the study are as follows: 1. There is weakness in teachers' general performance. The means in the three dimensions (introduction; presentation, evaluation) are 60% in teaching the Holy Qu'ran and 64% in teaching Hadith. There are no significant difference in teaching competencies due to experience or specialization. The most important recommendations are holding training workshops for female teachers of Islamic Education and preparing programs based on teaching competencies to improve teachers performance.