A study involving 55 elementary schools and 18 secondary schools was undertaken to examine the relationships among teachers' perceptions of school organizational coupling structures, school environmental robustness, and three school effectiveness measures (school organizational effectiveness, school achievement, and average daily attendance). The following survey instruments were used: (1) the Organizational Coupling Structure Inventory--Teacher Form, a 98-item questionnaire; (2) the Robustness Semantic Differential, a 10-item polar adjective checklist providing a generalized measure of total school or classroom climate; and (3) the Index of Perceived Organizational Effectiveness, an eight-item, four dimension instrument. Non-subjective indices of school effectiveness included average daily attendance and student achievement data. Data were collected during the spring of 1989, and 1,843 usable surveys were returned from the 73 schools. Results indicate a considerable variation across schools in the degree of coupling, a generally positive perception among teachers regarding school organizational robustness, and a lack of association between "tight coupling" and school effectiveness. The complexities of schools seem to dictate that future studies of organizational features of schools, school environments, and school effectiveness use multivariate data collection and analysis designs. A 21-item list of references, 7 data tables, and an appendix are provided. (TJH)