Data from a sample survey of about 150 teachers and 12 principals are used to explore the relationship between teachers' organization satisfaction and role dissensus (role conflict which exists when two or more members of a role-set have conflicting expectations for the status of a particular role member). Two types of dissensus are examined: interposition or teacher-principal dissensus; and intraposition or teacher-teacher dissensus. The types of satisfaction are instrumental satisfaction with the organization (a school system), affective satisfaction with the organization, and affective satisfaction with the member's own unit. It was hypothesized that there would be an inverse relationship for each of three types of satisfaction and both intraposition and interposition role dissensus; a second hypothesis was that school buildings characterized by high role dissensus would have less satisfied teachers than school buildings characterized by low dissensus. For teachers who valued other teachers as a reference group, agreement with other teachers was consistent with very high levels of satisfaction. (MF)