International Journal of Humanities and Social Science Research

Authors
Jollibee Angchangco Aharul

Abstract
In many contexts, speaking is often the skill upon which a person is judged ‘at face value.’ In other words, judgments are formed by others about language competence. In the field of educational management wherein, school administrators are responsible with different social engagements, the level of the school heads’ ability in oral communication is also taken into account. May it be inside or outside school premises, with private one-on-one or public communication, it is just necessary that the school heads are equipped with the communication skills every leader needs to master. However, despite all the emphasis on the importance of excellent communication skill as part of successful leadership, a relative number of school administrators in the Philippines are still evident of having lack proficiency in speaking; particularly in English language. The researcher got interested in knowing whether a school leader’s oral communication skills are tantamount to their administrative adeptness or one’s management expertise is surmounted with the challenges in speaking. The study aimed to generate a theory that can break the general prejudice about oral communication in educational leadership. Utilizing the Classical Glasserian Grounded Approach, conducting in-depth interviews with the school heads from multi-level private and public schools in Cebu, the Theory on Oral Proficiency in Educational Leadership and Management has been generated. The results of this study revealed that oral proficiency makes one a figure of authority and fosters effective sociability that leads to quality leadership.