This study investigated relationships between two status variables--congruence and consensus--and team teacher satisfaction with the team situation. The sample consisted of 148 teacher teams (627 teachers) selected from 74 open-area schools. The results indicated that teachers on balanced teams and/or leaderless teams tended to be more satisfied than teachers on unbalanced teams and/or teams with formal leadership. In teams with formal leadership, teacher satisfaction was found to be positively related to status congruence, while in all teams status consensus was found to be positively related to team satisfaction with the team situation. (Appendixes include related charts and tables.) (Author)