The objectives of the study were: (1) To find out the difference between Upper Primary Level and Lower Primary Level teachers in respect of role, structure, role stress and work satisfaction. (2) To find out the difference between more and less experienced teachers in respect of role-structure, role-stress, and work-satisfaction. (3) To find out the difference between urban-rural teachers in respect of role-structure, role-stress and work-satisfaction. (4) To find out the relationship between role-structure and work satisfaction of primary school female teachers in Orissa. (5) To find out the relationship between role-structure and the role-stress of primary school female teacher in Orissa. (6) To find out the relationship between role-stress and work-satisfaction of primary school female teachers. 

The hypotheses of the study were: (1) There will be significant difference in the role-structure, role-stress and work satisfaction of primary school female teachers working at upper and lower primary level in Orissa. (2) There will be significant difference between more and less experienced female teachers in respect of role-structure, role-stress and work-satisfaction. (3) There will be significant difference between urban and rural female teachers in respect of role-structure, role-stress and work-satisfaction. (4) There will be significant negative relationship between role-structure and role-stress of primary school female teachers. (5) There will be significant relationship between role-structure and work-satisfaction of primary school female teachers. (6) There will be significant negative relationship between role-stress and work satisfaction of primary school female teachers. (7) The criterion variable of work satisfaction will constellate with independent variables of role-structure and role-stress.

The sample comprised 248 female teachers from 8 districts of Orissa and it was selected by multistage sampling. 

Role Structure Questionnaire by Vig, Role Stress (Occupational) Inventory by Bipow and Spokane and Work Satisfaction Questionnaire by Singh and Sharma were used for data collection.

The data were analyzed by t-test, correlation and factor analysis techniques. 

The findings of the study were: (1) The upper primary and lower primary level teachers had a good deal of professional commitment, morale, professional and social awareness and maintaining good relationship with other staff members of the organization. They were also experiencing a higher degree of role-stress. Teachers of both the levels were experiencing moderate level of work satisfaction. (2) A very negligible but not significant difference was found in respect of role structure among the teachers of upper primary level and lower primary level. (3) No significant difference was found among upper primary and lower primary level female teachers in respect of role overload and role playing, qualification, training and skill, responsibility and level of exposure towards environmental taxing and overall stress. (4) There was no significant difference between upper primary level and lower primary level teachers in respect of work satisfaction. (5) The above ten years and below ten years experienced primary school female teachers were having a high average level of professional commitment and professional aspiration. They were maintaining a better relationship with colleagues having good moral and also having a good deal of social and professional awareness but the difference was not significant between the two groups. (6) There was no significant difference found between the above and below ten years experienced female teachers on the variables of responsibility and physical environment. However, significant difference was found in respect of other dimension of role stress. (7) Significant difference was found between these two groups of teachers (above and below ten years experienced in respect of work satisfaction. (8) No significant difference was found separately in respect of role-structure and role-stress between rural and urban female teachers. (9) Significant difference was found between rural and urban female teachers in respect of work satisfaction. (10) There was a positive correlation between role structure and work satisfaction, which was significant. (11) Role structure indicated a positive correlation with different sub measures of role stress but significant only in case of role insufficiency. (12) The measure of work satisfaction was negatively correlated with role overload, role ambiguity, responsibility and physical environment, which were significant. Work satisfaction was negatively correlated with role boundary but not significant. Work satisfaction was negatively and significantly correlated with role insufficiency and occupational role stress total.