In order to foster an environment that promotes positive Thai aspects and overcome hierarchical barriers, leadership must play the lead role, supported by intensive education efforts (Atagi, 2002: 62).
Strong leadership, especially that of principals, is a prime success factor for the education reform (Nonglak, 2001 cited by Atagi, 2002: 62).
If leadership creates a humble and polite environment, develops happy learners and decentralizes decision making, the education reform is more likely to succeed in Thailand. Such leadership requires a significant change of attitudes and power relationships (Atagi, 2002: 62).
The administrators, including the principals, district supervisors, and bureaucrats at the regional and national levels, also must fully understand and accept the changes that reform brings in order to support teachers and to develop system that can facilitate change (atagi, 2002: 65).