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The objective of this study was to identify the supervisory action dimension considered most important by Physical Education teachers from Costa Rica and Panama. A structured questionnaire was administered to 80 teachers from both countries, using a Likert scale to evaluate four dimensions: Personal-Social-Professional, Curricular Planning, Technical-Pedagogical, and Evaluation. Results showed that, in both contexts, the Personal-Social-Professional dimension was rated as the most important, although Costa Rican teachers assigned significantly higher scores compared to their Panamanian counterparts. Additionally, greater variability was observed in the Panamanian teachers' responses, indicating more heterogeneous perceptions. The dimensions of Curricular Planning, Technical-Pedagogical, and Evaluation were considered less important in both countries. These findings highlight the need to strengthen supervisory practices, adapt them to local realities, and to promote an integrated supervision approach that supports the professional development of Physical Education teachers. Further qualitative research is recommended to explore the underlying causes of the differences found.
