A total of 694 1976-1980 graduates of Bowling Green State University (Ohio) teaching in rural, urban, and suburban settings, representing elementary, secondary, specialized and special education fields, and having from one to five years of teaching experience comprised the sample for this study. Responses of these teachers to a 19-item questionnaire pertaining to teachers' needs, proficiencies and sources of proficiencies provided the data base from which the following questions were answered: (1) For which competencies do teachers indicate high need? high proficiency? low need? low proficiency? (2) For which competencies are there large, moderate, small, or negligible discrepancies between teachers' needs and proficiencies? (3) What are the relationships between teachers' needs and proficiencies? (4) Do these relationships vary according to setting? field? experience? (5) What sources do teachers indicate contribute most to their proficiency? the least? and (6) Do sources of teachers' proficiency vary by setting? field? experience? (Author/JD)