A survey instrument operationalizing 24 elements of professional performance was administered to 291 public relations educators across the nation, yielding a 43.6% response rate. Respondents assessed the extent to which a standard of professionalism currently exists for each of the 24 items. Educators tended to view writing/editing and graphics/production skills, ethical guidelines, accreditation, and "public relations as advocacy" as enjoying well established standards. Licensing, location of public relations on the organizational chart and inclusion of public relations in the dominant coalition were viewed as most lacking in a standard of professional performance. The 24 items factored into 6 dimensions. Assessments of professionalism along these six factors differed significantly as a function of sex, region, tenure of teaching, size of institutions, and whether the educator was accredited by the Public Relations Society of America (PRSA). Comparing educators' assessments with practitioners' views expressed in an earlier national survey, it is clear that professional standards in public relations have yet to coalesce among educators or practitioners. Given the influence that educators have on the field's future, it is imperative that educators work to elevate the profession by promulgating professional standards among their students. (Contains three tables of data and 36 references.) (Author)