The aim of the research is to identify the relative importance of the degree of achievement of the educational skills of the kindergarten teachers (from the point of view of the teachers), to identify the role of the educational skills of the kindergarten teachers in improving the professional competence of the teachers, and to reveal the relationship between the role of the educational skills of the kindergarten teachers and to improve the professional competence of the teachers. A number of procedural recommendations that contribute to improving the professional competence of kindergarten teachers were put forward, and the researcher used the analytical descriptive approach to verify the role of educational skills for kindergarten teachers and improve the professional competence of female teachers) teacher, and the sample was selected using the Stephen Thompson equation, which amounted to (308) teachers, and the research tools were identified in the educational skills questionnaire for kindergarten instructors from the teachers' point of view (prepared by the researcher), and the questionnaire of the roles of kindergarten instructors in improving the professional competence of female teachers (prepared by the researcher). The most important findings of the research were that the relative importance of the educational skills of kindergarten directives came as intellectual and human skills ranked first, professional skills ranked second, followed by academic skills ranked third, followed by technical skills fourth, and cultural skills last. The arrangement of the roles of kindergarten mentors in improving the professional competence of female teachers is: adequacy of implementing the teaching and learning processes, adequacy of managing the learning environment, adequacy of problem solving, adequacy of professional growth for teachers, adequacy of assessment, adequacy of planning the teaching and learning processes, adequacy of parental participation, and adequacy of employing technology and communication. In learning and teaching, there is a positive significant correlation between the degree of realization of the professional skills of the mentors and their role in the areas of (planning the learning and teaching processes-implementing the learning and teaching processes- managing the learning environment- the professional development of female teachers - evaluation). Also, there is a significant positive correlation between the degree of Verify the academic skills of the mentors and demonstrate their roles in the areas of (learning environment management -two The function of technology and communication in learning and teaching - problem solving) and the presence of a positive significant correlation between the degree of achievement of the cultural skills of the mentors and their roles in the areas (employment of technology and communication in learning and education - parental participation - problem solving) and the presence of a positive significant correlation between the degree of achievement of skills Intellectual and human mentors and their roles in the areas of (utilization of technology and communication in learning and education - parental participation - problem solving - professional growth of female teachers), and the existence of a positive correlation between the degree of achievement of the technical skills of the mentors and their roles in the areas (implementation of learning and teaching processes-Management of the learning environment-the use of technology and communication in learning and teaching-the professional development of female teachers