Teacher competency testing is not new, but since the mid-1970s the number of states requiring new teachers to be tested has grown rapidly. States differ in their definition of competence, in the methods they use to assess competence, and in the treatment of teachers who do not meet competency requirements. This monograph describes a national survey examining the variety of state teacher competency examination programs. Definitions of terms associated with teacher competence (teacher effectiveness, teacher competency, teacher performance) are offered. The 20-item questionnaire is described and the methods used in analyzing responses are discussed. Results showed minor differences among testing programs, such as testing of all supervisory staff or the number of retakes to be allowed failing candidates. There was minimal disagreement on major issues, and there was a consensus that the results of the teacher competency examination be used for certifying teachers rather than for merit pay or salary decisions. An appendix provides a summary of state programs, including laws mandating the programs, the areas tested, the tests used, and the names and addresses of state contacts. (LMO)