Despite extensive recognition of the challenges associated with job stress in the teaching profession, our understanding of the psychological mechanisms through which job stress influences teachers’ well-being remains incomplete. The present study aimed to examine the effect of job stress on flourishing, with resistance to change as a mediator and extraversion as a moderator, among teachers in District 1 of Isfahan, Iran. In terms of purpose, the study was applied; methodologically, it employed a descriptive–causal design; and temporally, it was cross-sectional. The statistical population consisted of teachers in District 1 of Isfahan. Based on Cochran’s formula, a sample of 117 teachers was selected using random sampling. Data were collected using the Job Stress Questionnaire (Hellriegel & Slocum, 1996), the PERMA Flourishing Questionnaire (2016), the Resistance to Change Scale (Oreg, 2003), and the NEO Extraversion Scale (1985). The reliability of the instruments was confirmed numerically: job stress (Cronbach’s alpha = 0.924; composite reliability = 0.915), flourishing (alpha = 0.846; composite reliability = 0.881), resistance to change (alpha = 0.867; composite reliability = 0.825), and extraversion (alpha = 0.891; composite reliability = 0.924). Convergent and discriminant validity were also established for all constructs. Data were analyzed using structural equation modeling (SEM) through SPSS and SmartPLS software. The findings revealed that job stress has a positive effect on teachers’ resistance to change, while resistance to change has a negative effect on teachers’ flourishing. The results indicated that job stress negatively affects flourishing through the mediating role of resistance to change.Mismanagement of stress can hinder the organizational transformation process and reduce the level of employee flourishing by forming resistant attitudes.