Teacher competence is a construction which encompasses meanings of competencies required in teaching as a profession. Many studies have been designated to recognize its nature and nurture so far, this various findings on competence have been recorded in different publications. However, we have still been challenged by a question how to measure teacher competence acquired by real teachers in real sense. In response to this challenge, this paper offers a method to measure teacher competence using a technique to translate a tetrahedron model of teacher competence into measurable variables in consistent with concrete contextual situations of teaching and then to reach a measurable model of teacher competence embedded in the given contexts.