This study was designed to compare the psychosocial environments of different types of schools (primary, high schools, district schools, and secondary colleges). The Moos's Work Environment Scale (WES) was administered to teachers from government and non-government schools in Tasmania. The WES focused on the dimensions of involvement, work pressure, clarity, control, innovation, peer cohesion, staff support, autonomy, task orientation, and physical comfort. Findings indicated that elementary schools exhibited a more favorable school environment than high schools, district schools or secondary colleges on most WES scales, but especially in terms of innovation, the physical surroundings, and work pressure. Suggestions are offered for educational researchers and teachers on the use of the WES scale. Features of the instrument are discussed and descriptions of the scales and sample items are provided. A reference list is also included. (ML)