This paper studied the construct validity of the Receptivity to Change Inventory (RCI) as a measure of teacher receptivity to change. The sample consisted of all teachers in 94 schools in 6 districts in southern Louisiana. Usable data were received from 1,921 teachers from elementary schools and secondary schools during the spring of 1992. The RCI, as adapted for teachers, consists of 50 statements reflecting suggested planned changes in elementary schools. Selected RCI items were content updated to reflect more contemporary, possible changes in schools and all school levels, and additional items were added and piloted. Teachers rated items on a five-point scale. The conceptual framework of the RCI was examined through a factor analysis, which failed to confirm the RCI as a unidimensional measure. Teacher receptivity to change may be better conceptualized as a two-dimensional construct. The content of items loading on each factor reflected distinct categories of change initiatives termed superficial/behavioral change and cultural/normative change. The two-dimensional conception of receptivity to change is compatible with the idea that teachers will tolerate some types of change, but will strongly resist changes that are perceived to alter or threaten established normative patterns and beliefs. The complexity of teacher receptivity may have important implications for change processes. Two tables summarize study findings. (Contains 32 references.) (SLD)