Improving students' achievements in physics depends on having well-qualified teachers with strong subject matter competency encompassing knowledge, skills, and attitudes (KSA). In Ethiopia, few researches have explored how secondary school physics teachers teach different physics content areas. This study aimed to examine their subject matter competency across various topics. A quantitative survey design was used, involving 513 physics teachers (445 males, 68 females) selected through multistage sampling from six regions and two chartered cities. Data were collected using a 58-item physics competency test (reliability = 0.751) and an attitude questionnaires (reliability = 0.797, 0.749, 0.712, and 0.710). Descriptive and inferential statistics including mean, frequency, standard deviation, rank order, chi-square, Mann-Whitney U, Kruskal-Wallis, t-tests, ANOVA, and MANOVA were used for analysis. Findings showed mechanics was the most commonly taught topic, while teachers expressed more confidence in waves and optics and preferred electricity and magnetism. However, they reported low confidence and preference in teaching modern physics, heat and temperature, and electronics. Teachers tended to emphasize on mathematical problem-solving over conceptual understanding and real-life applications. Gender, location, age, and experience significantly influenced content preference and confidence, with male and urban teachers showing higher levels in preference and confidence. No significant differences were found based on qualifications for teachers’ experience, preference, and confidence. The average content knowledge score was below the national competency threshold of 70. In conclusion, secondary school physics teachers demonstrated moderate attitudes but limited knowledge and skills. These findings highlighted the need to revise teachers’ education and professional development programs in Ethiopia, vii particularly by strengthening supports for challenging content areas and promoting respect for the teaching profession.