The main purpose of this study was to determine the personal and organizational change management skills of public elementary school administrators in Negros Occidental. Twenty-one (21) out of thirty-six (36) districts were selected as samples, with three hundred twenty-three (323) public elementary school administrators serving as respondents. Participants were classified according to sex, age, marital status, educational attainment, present position, and length of service. Specifically, the study examined the level of personal and organizational change management skills, differences when grouped according to selected personal variables, and the relationship between the two types of change management skills. A researcher-developed questionnaire with high validity and reliability was utilized. The study employed a descriptive-correlational research design, and data were analyzed using mean, standard deviation, z-test, Analysis of Variance (ANOVA), and Pearson Product-Moment Correlation (PPM). Results revealed that public elementary school administrators generally possessed high to very high levels of personal and organizational change management skills. Significant differences were found when respondents were grouped according to age, marital status, educational attainment, present position, and length of service, but not according to sex. Administrators who were older, married, had higher educational attainment, held higher positions, and had longer service demonstrated higher change management skills. Findings further indicated a significant high positive correlation between personal and organizational change management skills, suggesting that administrators with strong personal change management skills also exhibit strong organizational change management skills. The study recommends that school administrators continuously strengthen their management skills and that middle and top-level management provide enhancement programs through trainings, seminars, and professional development activities.
