Spiritual and Ideological Leadership for Driving Education in the Globalization Era of School Administrators in Government Inspectorate Area 5

This study employed a future-oriented research design using the Ethnographic Delphi Futures Research (EDFR) methodology. The objectives were to identify the appropriate forms of spiritual and ideological leadership needed to drive education in the globalization era among school administrators in Inspectorate Area 5 of the Upper Southern Gulf of Thailand. The research process consists of three steps- (1) studying relevant documents, theories, and research to synthesize preliminary knowledge; (2) conducting in-depth interviews with six senior administrators using a semi-structured interview questionnaire that has been validated for content validity and Index of Consistency (IC) for expert responses (Index of Consistency = 0.60-1.00); and (3) developing a five-point Likert-scale closed-ended questionnaire to collect expert opinions in EDFR Rounds 2 and 3. The synthesis of documents and interview data revealed eight core components of spiritual and ideological leadership- (1) Commitment and dedication (2) Integrity, transparency, and sincerity (3) Moral and faith-based leadership (4) Inspirational leadership and listening (5) Educational ideology for learners and society (6) Vision for the common good and sustainability (7) Contextual and culturally based administration (8) Innovative adaptability in the globalization era. These components deeply reflect the multicultural character of the area, particularly the influence of religion, community identity, and social stability. Data analysis employed content analysis along with EDFR statistical techniques—median, mode, and interquartile range (IQR)—to assess expert consensus. The results indicated that all eight components were rated as highly appropriate and feasible, with acceptable levels of consensus. The findings highlight the potential of spiritual and ideological leadership as a conceptual framework for enhancing educational quality in the globalization era. It strengthens value-based leadership, psychological resilience, and meaningful engagement among administrators while promoting collaboration among schools, communities, religious institutions, and local networks. The study culminated in the development of a spiritual and ideological leadership model that can inform policy formulation, leadership development, and supportive educational systems aligned with the multicultural context of Inspectorate Area 5.