A statutory requirement that Georgia revise its beginning teacher certification process to reflect on-the-job performance rather than work performed in college was enacted in 1973 as part of the Adequate Program for Education in Georgia (APEG). Following a statewide survey, 33 teacher competency statements were accepted for incorporation into five instruments for teacher assessment. This follow-up study of 85 principals, 74 supervisors, and 942 beginning teachers reveals that principals regard the established competencies as more essential to certification than do the other two groups, particularly the teachers, and that principals place greater emphasis on managerial and administrative abilities while the other two groups stress instructional competencies. The disparity between teachers' and administrators' views on the essential nature of the competencies may indicate a need for inservice programs to allow the groups to seek shared perceptions of the requirements. Whether salaries will be related to performance as measured by the competency process must also be determined. (Author/PGD)