Relationships between competencies specified for elementary education reading programs and selected factors contributing to teacher effectiveness were assessed in this study. Phase one assessed relationships among 12 factors of teacher effectiveness and 22 competencies developed by the State of Pennsylvania. Phase two studied relationships among the Pennsylvania competencies and seven global competencies derived from examining reading programs in ten teacher training institutions in Pennsylvania. Phase three assessed relationships among the global reading competencies and the selected teacher-effectiveness factors. An opinionnaire elicited perceptions of the strength of relationships from a national panel of experts on research in teaching effectiveness and/or competency-based teacher education. Findings indicated that relationships did exist among the factors studied, and those factors concerned with organizational, managerial, and planning skills had the strongest relationships. Reading competencies concerned with individual differences were judged most reflective of the 22 Pennsylvania competencies and the selected factors of teacher effectiveness. (Author/AA)