An educator aware of the importance of good speech and a high level of language and communication skills achieve positive interpersonal relations with all participants in the educational process. Since educators talk more and more often about the lack of self-confidence in different communication situations, it is necessary to investigate the theoretical and practical framework of language and communication skills that will help educators in their demanding calling. Through a survey, we investigated how educators assess their language competence and whether stage fright causes difficulties in public speaking. The work consists of two parts. The first part is focused on the importance of rhetoric, its sources, the development of rhetoric in Croats, and pedagogical rhetorical competencies. To improve his language skills successfully, he needs to know the history and basics of rhetoric, especially the importance of public speaking and the process of preparing public speeches and public performances. In the second part, we described preliminary methodological research where educators assessed their language competence and public speaking anxiety. The obtained results confirmed our hypotheses about the teacher self-evaluation of their language competencies as well as the stage fright they feel during public speaking. In this graduation thesis, we have also described the types of communication, pedagogical communication, and communication with children, parents and experts. We have also suggested guidelines for reducing stage fright so that the educator can gain insight into the possibility of improvement in that area. In the modern educational process, it is extremely important to offer guidelines for improving language and communication skills, because those skills are an important part of the curriculum of every institution as well as an inevitable component of the professional competencies of every educator.