Effective oral communication is central to school leadership, as principals and school heads rely on speech to set vision, manage staff, interact with parents, and represent their schools in public forums. This study explored the lived experiences and English communication challenges of school heads to inform the design of a context-sensitive Public Speaking Development Program among selected secondary schools in Norala, South Cotabato. Using a qualitative phenomenological approach, the study captured the personal and professional narratives of school heads through in-depth interviews and thematic analysis.The findings revealed that school heads faced multifaceted challenges shaped by emotional, cognitive, and contextual factors. Anxiety, fear of mistakes, and embarrassment frequently emerged during formal English communication, affecting fluency, clarity, and perceived leadership effectiveness. Limited exposure to English, inadequate preparation, and insufficient professional training further compounded these difficulties, particularly in high-stakes settings. Despite these barriers, school heads demonstrated resilience by employing coping strategies such as careful preparation and rehearsal, emotional self-regulation, adaptive language use, collaboration, and continuous self-improvement. Audience awareness and reflective practice emerged as key mechanisms to navigate linguistic challenges while maintaining leadership authority. Analysis of shared experiences highlighted critical elements for a development program, emphasizing confidence-building as central to reducing anxiety and enhancing self-efficacy. Practice-oriented, real-life leadership scenarios, supportive and non-threatening learning environments, leadership-centered and audience-aware English training, and inclusive, flexible program design were identified as essential for fostering authentic communication and leadership expression. The study concluded that English public speaking challenges among school heads extend beyond language proficiency, involving emotional resilience, identity, and contextual demands. Targeted interventions that combine structured support with opportunities for authentic practice can transform these challenges into growth opportunities, enhancing both communication competence and leadership effectiveness.
Santos et al. (Mon,) studied this question.