Abstract
The purpose of this qualitative study is to examine the role of discourse in teacher in-service training in Philippine public schools, with a particular emphasis on trainer speeches. The study uses content analysis to identify the message communicated by the filled pauses in these training sessions. The study's participants include public trainers who facilitate teacher training sessions. The sampling technique entails gathering and evaluating transcripts from the Public Trainers' Transcripts (PTTs). The study uncovers the five distinct semantic meanings of Leech Theory linked with filled pauses: conceptual, connotative, social, reflective, and collocational, demonstrating the dynamic character of language in training environments. The study emphasizes the importance of pragmatic analysis in linguistics for understanding speech dynamics in a variety of communicative contexts.
