Conceptions of principal change facilitator style (PCFS) and bureaucratic and professional role orientations (BPROs) are used to explore the construct of teacher receptivity to change (TRC) and the relationships among teacher perceptions of PCFS and their perceptions of receptivity to change. Part I of the study analyzed and refined the instruments. Part II analyzed planned organizational change, TRC, principal leadership, PCFS, and BPROs. A total of 1,921 usable responses to a survey were received during the spring of 1992 from elementary school and secondary school teachers in 81 schools in Louisiana. Data were collected through the Receptivity to Change Inventory, the Attitudes of Professional Autonomy Scale, the Bureaucratic Orientation Scale, and the Change Facilitator Style Questionnaire. Seven kinds of statistical analyses, including factor analyses, reliability analyses, and analysis of variance, were conducted. Results of the study suggest that TRC is not unidimensional, but is at least two-dimensional. The change facilitator style construct is not confirmed as multidimensional, and the Change Facilitator Style Questionnaire is strongly confirmed as a measure of change facilitator style. Results raise questions about the conceptualization of teachers' professional orientations. Overall, findings support PCFS as a potent variable for understanding TRC, although the relationships among the variables are not those found in the literature on change. Three figures illustrate the discussion. (Contains 44 references.) (SLD)