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The aim of this study is to determine teachers’ change fatigue level and compare it based on some demographics. To this end, current study employed single screening model which is one of quantitative designs. The study was conducted on two different study groups and population. The data obtained from the first and second study groups were used to run exploratory and confirmatory factor analyses of the scale developed in scope of current study, respectively. On the other hand, the data from population was used for descriptive statistics and comparing the mean scores of groups based on demographics. The findings indicated that teachers had a “I agree” level change fatigue. Additionally, demographics such as gender, educational level, type of school (primary, secondary or high school), district that the school is located, and marital status did not create a statistically significant difference in teachers change fatigue level while experience and the faculty graduated did. The teachers with 10 years and below experience had a higher level of change fatigue than the teachers with 16 years and above experience. The teachers graduating from education faculties had a higher level of change fatigue than the teachers from other faculties. Based on the findings, it can be suggested that there should be fewer change initiatives in Turkish educational system. Also, teachers with less experience and graduates of education faculties should be given special guidance during multiple change initiatives.