This is the second of four volumes reporting phase 2 of a two-phase project to examine the competency-based vocational teacher education movement and analyze the current state of the art (phase 1), and to assess the implications for preservice, inservice, and leadership level professional development programs in career and occupational education in Massachusetts (phase 2). This volume describes a state-wide needs assessment for occupational education teachers, counselors, coordinators, and administrators in Massachusetts, through a survey sent to personnel in both comprehensive and regional vocational-technical schools. Section 1 presents the competencies as initially developed, and then ranked according to their importance scores. Section 2 presents importance scores for the following six domains: curriculum development, career development, staff development, philosophy, occupational information, and community-related activities. Section 3 presents scores of a variable which measured the difference between importance and frequency. Section 4 presents the result of a discriminant analysis conducted for competencies common to all personnel groups and for domains regarding both the importance and difference variables. The researchers concluded that the competencies are useful, important, and needed for the implementation of career education programs; that career development is the most highly valued component of career education across all groups; and that occupational information is the least valued ingredient. (TA)