Since its inception, Quebec’s educational system has undergone many transformations (Tondreau et al., 2011). According to Arcand (2011), the implementation of policy changes can be constrained by resistance from members of the organisation. However, resistance to change diverges according to the personality of the individual (Angel & Steiner, 2013). The school principal, who is central to the implementation of a change, must also and initially face his own resistance, before dealing with the one from his subordinates. To the authors’ knowledge, there is no French-Canadian version available to measure a principal’s resistance to change. The aim of this communication is to present a transcultural adaptation of the Resistance to change scale (RTC scale) in French-Canadian. Developed by Oreg (2003), the RTC scale aims at measuring the disposition to resist to change. The disposition to resist change is a trait which reflects a generally negative attitude against change. This tool is a 17-items scale divided in four dimensions: routine seeking; emotional reaction; short-term focus and cognitive rigidity. This transcultural adaptation is based on several approaches (e.g. Beaton, 2007; DeVellis, 2017; Hambleton, 2005; Vallerand, 1989). The results of the five theoretical steps will be presented: (1) back translation, (2) panel experts, (3) face validity, (4) pretest and (5) proof of validity. The scale offers different proofs of validity (Downing, 2003) for the French-Canadian version. The strengths and limitations of this study will also be discussed.