This paper assesses the attitudes of multiple stakeholders toward competencies for public-school leaders in Alabama. It examines the views of various groups in the state's education system--teachers, parents, practitioners, and professors of educational leadership--to determine differences in perceptions regarding the perceived importance of different skill areas. A unique instrument that incorporated the six Interstate School Leaders Licensure Consortium standards for educational administrators was developed for the survey. Based on 242 usable responses, the findings suggest that Alabama public-school stakeholders consider ethics as the most important competency for school administrators. School culture was the next important standard, followed by vision, management, collaboration, and political context. Parents' response patterns were most similar to practitioners' opinions. Responses from teachers and selected professors were interesting in that both groups ranked the standards the same in order of importance: school culture, ethics, vision, management, collaboration, and political context. Teachers and parents placed more importance on current technologies that support management functions than did educational leadership professors. The results suggest that participants possess a common understanding of the many roles of public-school leaders, and that all groups should learn more about the skill areas of those who serve as instructional leaders. (Contains 17 references.) (RJM)