Author(s): SKY, B., TSUK, S., ARNON, M., LIDOR, R., Institution: LEVINSKY-WINGATE ACADEMIC COLLEGE, Country: ISRAEL, Abstract-ID: 994

Introduction
The Organization for Economic Co-operation and Development (OECD)’s Learning Compass 2030 advances a holistic vision of education that extends beyond academic achievement to emphasize learners’ well-being, agency, and the integration of knowledge, skills, and values. Within this framework, physical education (PE) plays a central role. As an OECD member, Israel has adopted these policies, tasking Ministry of Education-appointed PE supervisors with leading this transformation. However, while supervisors occupy a strategic position mediating between national policy and school-level implementation, their perspective remains largely unexamined. This study investigates Israeli PE supervisors' perceptions of PE teachers' core tasks to identify key professional responsibilities and contemporary challenges within this evolving policy landscape.
Methods
A mixed-method design examined the entire population of Israeli PE supervisors (N=14). In phase 1 the supervisors completed a questionnaire prioritizing five key tasks from 20 predefined tasks for elementary and secondary schools. In phase 2 the supervisors attended semi-structured Zoom interviews. Four PE specialists analyzed qualitative data using thematic content analysis to deepen and contextualize quantitative findings.
Results
Quantitative analysis revealed five PE teacher responsibilities perceived by supervisors as main: promoting physical activity engagement, teaching diverse sport disciplines, advancing health and well-being, encouraging active lifestyles, and introducing varied physical activities. Qualitative analysis identified four key themes: (1) The PE teacher as holistic educator: supervisors view teachers as educational leaders responsible for students' overall development, not merely technical instruction; (2) Diminished professional readiness: supervisors identified that novice teachers often enter the field lacking essential professional expertise and classroom management skills; (3) The expectation–orientation gap: misalignment exists between supervisory expectations for proactive school-wide leadership and novice teachers' narrow, subject-based orientation; and (4) The policy–practice gap: despite PE's formal elevation in national policy, it remains marginalized in secondary schools where academic priorities dominate.
Conclusion
Our findings indicate that PE supervisors have embraced the holistic paradigm and are actively translating national policies into field practice. For these efforts to materialize, teacher education must recalibrate to equip educators for proactive school-wide engagement and the initiation of collaborative partnerships both within and beyond school. Furthermore, these findings highlight the need for a systemic change in the perception of PE within schools in order to strengthen its professional standing and contribution to education.