Environmental robustness is a highly dramatic, tension-producing climate characterizing the school organization; for example, strict discipline in a traditional school. To validate this theoretical construct with teachers, 264 elementary and secondary school teachers completed the Semantic Differential Robustness Scale and the School Survey. The Robustness Scale consists of polar adjective pairs known to discriminate between the concepts dramatic and not dramatic; teachers used the scale to rate the robustness roles of themselves, their principals, and their students. The School Survey measures teacher attitudes toward school environment along 14 dimensions. It was hypothesized that significant multiple correlations would be established between the robustness roles and dimensions of the School Survey; specifically: (1) teacher role nd attitudes towards opportunities for professional performance and development; (2) principal role and attitudes towards supervisory relations; (3) student role and attitudes toward educational effectiveness. All three hypothesis were confirmed, using three stepwise multiple regression analysis. General findings lend support to the robustness construct; specific results provide insight into teacher attitude referents of this construct for the roles of teachers administrators, and students. (CP)