International Journal of Humanities and Social Science Research

 
Memoing. The memo written after interviewing Low 
Proficient Speaking School Administrators about RQ1 
The low proficient speaking school administrators on the 
other hand strongly believe that a quality leader means 
hardworking and concern more on achieving the target of 
the school. Productivity is as important as the welfare of the 
people. To become orally communicative for them does not 
limit in becoming highly proficient in the use of the English 
language. One must know when to flex for a clearer 
understanding. The term "direct-content speaker" was 
elicited, which they referred to as a type of communicator 
who goes straight to the point and may not have attractive 
pronunciation and impressive vocabulary. A direct-content 
speaking leader's main concern is to get across the message 
to his audience in a way that they understand the purpose 
and they are convinced and motivated to work to attain it. 
Being knowledgeable in his field and knows how to express 
what his members need to know is what matters for this 
group. 
It cannot be discounted as well that this group of 
administrators thinks, considers that in order to win the trust 
of people and let them work is to show them that an 
administrator himself/herself must be skillful, hardworking 
and productive. Building a stronger relationship is attained 
through the administrators' skills in production and not his 
being sociable. 
Formulated Hypothesis. The more flexible a school 
administrator is in communicating with his people, the more 
effective the communication becomes which leads to higher 
production. 
 Tentative Theory. School administrators’ flexibility for 
effective communication leads to higher production. 
Low Proficient Speaking School Administrators’ Responses 
to the Problem “What is the significance of oral proficiency 
to them being a leader?” 
Gathered data. 
“…It is very important really. But in dealing with the 
parents, you have to go down but in dealing with others, of 
course, you have to use English, it's really important. If I use 
English most of the time in the meeting, who can 
understand. One of the requirements of course for an 
administrator especially for teachers especially for the 
certification for private that most of the time or all the time 
is that we have to use the English language” (P7) 
“…Building a relationship. That is most probably the impact 
of communication, communicating with the stakeholders, 
uhm. Building relationship. It might be so because most of 
them may feel nako they really are comfortable with me 
when I talk to them…” (P7) “…building a relationship. That 
is the most [probable] impact of communication, 
communicating with the stakeholders, [and] building 
relationship. It might be, because most of them- in my 
opinion, they really are comfortable with me, when [ever] I 
talk to them.” (P7) 
“… For me, mas nindot man gud kay maka express ta, mas 
makapaliku-liku ta kung unsa gyuy gustong ikatabang sa 
stakeholders, kaysa sa communications nga dili sila maka-
question ug asa dapita. Mas nindot man gyud ug maka 

---

International Journal of Humanities and Social Science Research 
215
istorya gyud ta kay mas ma-market nimo kung unsa gyuy 
need sa schools… (P8) “…for me, it would be better for us 
to express [our opinions], [thus] we will be able to [speak] 
for the needs [to be addressed] by the stakeholders, rather 
than [simply] communicating without an open space 
intended for asking questions. [In this way], we will be able 
to discourse the needs of the schools for it to be marketed...” 
(P8)