This study aims to investigate the relationships between psychological resilience and readiness of teachers towards organizational change. Turbulent external and internal environments of the organizations create numerous forces of change which form imperatives on the organizations to change some aspects in the organization or the total organization (Gordon et al. 2000). As a result, successful change practices in organizations are essential for ensuring survival chances of organizations. As a result, understanding change and managing successful change practices in organizations have become one of the core concerns of many scholars. As a result, a rich literature covering various theories and practice models of change has emerged (e.g., Sashkin & Burke, 1987; Woodman, 1989; Burke & Litvin, 1992; Porras & Robertson, 1992; Van de Ven & Poole, 1995; Armenakis & Bedeian, 1999; Weick & Quinn, 1999). However, despite this richness there is a growing dissatisfaction about the progress in the field of change because of high failure rate in change practices in the organizations (Beer & Nohria, 2000; Clegg & Walsh, 2004). One reason behind high failure rate was suggested as ignoring the human side of change (Bikson & Gutek, 1984; Levis, 2000; Clegg & Walsh, 2004;). Hence, there has been an increasing interest to understand affective, cognitive, and behavioral reactions of organizational members towards change. Several researchers propose individual level focus in the analysis of change (Bray, 1994; Judge et al., 1999). Schneider et al. (1996, p.7) indicated the importance of individual level in change practices by stating “if people do not change, there is no organizational change.”Readiness to change is defined as one of the core constructs in explaining organizational members’ attitudes towards change. Armenakis et al. (1993, p. 681)) defined readiness to change as a construct which is “reflected in organizational members’ beliefs, attitudes and intentions regarding the extent to which changes are needed and the organization’s capacity to successfully make those changes in the environment”. Readiness is psychological state of mind which changes due to internal and external changes in person’s environment (Backer, 1995) and its presence and absence determine the success or failure of change interventions (Jansen, 2000).

The question of why some organizational members exhibit readiness and embrace change while others resist it to death has been a core concern for many scholars. Some scholars relate the reason to organization–related variables while others advanced individual related constructs (e.g., Porras & Silvers, 1991; Burke, 2002; Bartunek et al., 2006). Although different scholars have focused on different explanations for the question, the impact of personality on attitudes towards change in general and readiness to change in particular has remained relatively uninvestigated. This study aims to investigate the relationships between psychological resilience and readiness towards change. In Random House Dictionary resilience is defined as “the ability to rebound to the original condition after being stretched and twisted.” Yalin (2007) described resilience as a personality characteristic, which enables the individual adjust his/her behavior to the demands of the environment.

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