Abstract
Purpose
This study aims to investigate the influence tactics used by school principals and their effect on teachers’ readiness for change and their intention to leave their positions. The research explored how different types of influence tactics affect teachers’ stability and adaptability within educational settings.

Design
The study used cross-sectional data from a sample of 251 teachers from the Québec region. Three primary hypotheses were examined: (1) a positive correlation between principals’ use of soft influence tactics and teachers’ readiness for change; (2) a negative correlation between principals’ use of hard influence tactics and teachers’ readiness for change and (3) a negative predictive relationship between teachers’ readiness for change and their turnover intention. Structural equation modeling (SEM) was employed to test the mediation model and its individual elements.

Findings
Results indicate that principals’ use of soft influence tactics significantly enhanced teachers’ readiness for change, whereas the use of hard influence tactics negatively affected it. Additionally, teachers with greater readiness for change showed a lower likelihood of intending to leave their positions. These findings illustrate the pivotal role of influence tactics in shaping teachers’ attitudes toward change and their retention.

Originality
The study provides novel insights into the dynamics of leadership at educational settings by showing how given influence tactics can promote or hinder teachers’ stability and readiness for change. The research suggests practical strategies for school leaders to foster a supportive and change-oriented environment, contributing to the literature on educational leadership and teacher retention.