In article components of readiness for organizational changes, adaptation of teachers of the educational organizations to innovations, the organization of psychodiagnostic work on identification of level of readiness for organizational changes and extent of manifestation of adaptation are considered. Interrelations between components of readiness for organizational changes and adaptation are revealed, the comparative analysis of expressiveness of components to organizational changes is carried out. The analysis of results of the questionnaire on identification of the reasons of resistance to innovations is presented to the organizations.