Visionary Leadership Strategies of School Principals in Educational Institutions in Conflict Zones

Case Study of Ban Kalisa School, Narathiwat, Thailand

Abstract

Resource management in conflict areas is a complex challenge that requires innovative, participatory, and adaptive approaches. This study examines the comprehensive resource management strategies implemented by Ban Kalisa School in Narathiwat, Thailand—an educational institution located in a conflict-prone area. Using a descriptive qualitative approach, data were collected through in-depth interviews, participant observation, documentation, and a review of international and local literature on education in conflict zones such as Afghanistan, Sudan, Palestine, and southern Thailand. The results show that the school’s success in surviving and thriving is supported by five main pillars: visionary leadership, community participation, contextual curriculum adaptation, strategic partnerships, and financing innovation. The Director of Ban Kalisa School, Mr. Samaan Wannakarn, plays a key role in driving positive change through a transformational leadership approach based on local values and Malay-Patani culture. These findings provide theoretical and practical contributions to the development of an educational resource management model in a crisis area