The purpose of the study summarized here was to determine which administrator competencies were ranked as most important to job performance by administrators at various levels of administrative activity. The instrument used was the Performance Evaluation of the Educational Leader (PEEL) list of competencies. Questionnaires were sent to four administrators in each of 260 districts across the United States. Results indicated that the competency of communicating with parents and other school patrons for the support of the school and its programs was perceived by all administrators in all categories as the most important of all competency statements. Central office personnel placed greater importance on aspects of their job dealing with community involvement. Building level administrators placed greater importance on aspects of their job that deal directly with student-oriented responsibilities than do central office personnel. Implications of the study include using the identified competencies in the design of inservice and preservice training activities. It was recommended that the questionnaire also be administered to administrators in districts of enrollment under 10,000, to administrators at other levels, and to groups other than administrators. (Author/JM)