This study delves into the complexities of change in the educational setting and examines the relationship between educator readiness for change and factors related to the organization's culture which directly impact student achievement. The historical lack of progress in implementing change efforts in the United States, coupled with widening gaps in achievement resulting from extended pauses in educational services throughout the ongoing COVID-19 pandemic, have created a renewed sense of urgency when it comes to change in the education. Inclusive of perception data measuring teacher orientation to change and data indicative of the organization's collaborative teacher culture and effective leadership, this study utilizes a correlational research design to manifest the relatedness between readiness for change and collaborative teacher practices. Implications and findings of this study are applicable to change initiation efforts and effective leadership practices for leading sustainable, results-yielding change which impacts student achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]