Introduction and Goal: The main purpose of this research was to investigate the mediating role of strategic thinking in the relationship between transformational leadership, interactional leadership and resistance to change among teachers of the first secondary level of Noorabad Mamsani city.
Research Methodology: The research method was descriptive-correlation type. The population was all the first secondary teachers of Mamsani city in the academic year 1402-1403 in the number of 510 people. To determine the sample size, Morgan's table was used and 210 people were selected as the sample size. The sampling method in this research was stratified random. To collect information, Oreg's change resistance questionnaire (2003), Bess and Olive's transformational leadership (2004), Bess and Olive's interactional leadership questionnaire (1985) and Goldman's strategic thinking questionnaire (2005) were used.
Findings: The findings showed that strategic thinking plays a mediating role in the relationship between transformational leadership, interactional leadership and resistance to change among teachers of the first secondary level. It was found that there is a significant relationship between transformational leadership and resistance to change among teachers of the first secondary level. On the other hand, it was found that there is a significant relationship between transformational leadership and strategic thinking of teachers of the first secondary level of Noorabad Mamsani city. Also, there is a significant relationship between interactive leadership and strategic thinking of teachers of the first secondary level, and finally it was determined that there is a significant relationship between strategic thinking and resistance to change of teachers of the first secondary level of Noorabad Momsani city.
Conclusion: Transformational and interactional leadership have a positive effect on reducing teachers' resistance to changes, and strategic thinking plays a mediating role in this relationship. Strengthening the strategic thinking of teachers leads to better acceptance of changes in the educational environment.