Public speaking confidence as a crucial asset for leadership development in academic setting

Public speaking is a vital skill that enables individuals to communicate ideas, influence others, and encourage meaningful connections. In academic leadership, public speaking is particularly important as it serves as a primary tool for inspiring faculty, staff, and students, articulating visions, and facilitating collaboration. Effective public speaking allows leaders to present complex ideas clearly, adapt their message to diverse audiences, and build trust through authentic and persuasive communication. This study explored the public speaking confidence of academic leaders and how this reflected towards leadership development. Academic leaders (n=24) from Eastern Visayas, Philippines were purposively sampled, composed of 8 school administrators, 8 school principals, and 8 department heads/deans. Narratives were collected through interviews and analyzed reflexively through inductive method, extracting codes forming general themes. Findings indicated that the academic leaders manifested public speaking confidence which can be linked to their effectiveness in leadership roles. Academic leaders highlighted that confidence was not only a personal trait but a professional necessity, allowing them to communicate ideas persuasively and establish authority. Confidence in public speaking enabled leaders to gain the trust of their audience and manage challenging scenarios, which helped in building strong professional relationships. However, the academic leaders also experienced challenges in public speaking like anxiety, self-doubt, administrative tasks, and distractions. Leaders recognized the value of formal education, such as advanced degrees and participation in conferences, which provided opportunities for immersion and observation of effective speaking techniques. Informal experiences, including casual conversations and peer feedback, also had essential role in their development. Practicing in a supportive environment that prioritized constructive criticism and encouragement was particularly beneficial. Institutional support, including access to coaching resources, workshops, and mentorship opportunities, further facilitated skill enhancement.