Theorizing on the Affective Events Theory this study aims at (1) exploring the relationships among trust, change-related positive and negative affect, commitment to change, and job satisfaction and, (2) investigating their impacts on the change implementation behaviors of teachers in the second-order educational change context. The study was designed as a correlational one and took place in 85 public schools randomly selected through stratified cluster sampling from 13 school districts in Ankara, Turkey. Structural Equation Modeling was used to analyze the data which were collected from a sample of 663 public school teachers. The results verified the superior role of trust in top management in shaping change-related reactions rather than work-related one and documented the unique roles of positive and negative change-related affect in constructing teachers' change and work-related attitudes. The results also revealed that affective and attitudinal responses of change receivers are influential in predicting the degree of their change implementation behaviors. These findings indicate the need for building trust at both school and system levels while investing in positive change-related affect for more desired outcomes of educational change interventions.