This study was primarily undertaken to determine the level of assessment on self- readiness to change among public elementary school teachers in Cagayan de Oro City, School Year 2022-2023. The research problems include the profiling of the respondents the level of assessment on self- readiness to change the relationship between teachers self-readiness to change and respondents profile and personality development plan on self-readiness to change based on the findings of the study. The respondents of the study were the 280 public elementary school teachers in the schools where the study was conducted. Descriptive survey method of research was used in this study. The questionnaire used in the collection of pertinent data was adapted from Robert Kriegel & David Brandt on Change Readiness Questionnaire. The data were analyzed using frequency, mean, percentage, and standard deviation to describe the variables in the study. Moreover, Pearson Product Moment Correlation (r) was used to determine the significant relationship between teachers readiness to change and their profile. Findings revealed that the level of self-readiness to change among teachers on the following traits: resourcefulness, adaptability, optimism, confidence, adventurousness, tolerance for ambiguity, and passion is ready described as agree. There is a significant relationship between teachers self- readiness to change and their profile. Thus, self-readiness to change can help the person to sustain the desired change or goal and match personality development plan to individual need. Based on these findings, it was recommended that teachers should be more adaptive to change to keep up in an ever-changing world.