This research aimed to: (i) determine the components and indicators of school administrators in the era of global change in primary schools in the special area of the southern border provinces, (ii) analyze the components and indicators of educational administrators in the era of global change, and (iii) investigate the development guidelines for educational administrators in the era of global change. This study followed mixed methods design. The sample consisted of 400 teachers and 5 administrators. The research results indicated that: (1) The components and indicators of school administrators in an era of world changes have the following details: (i) clarity, (ii) vision, and (iii) recovery. The results of the first-order confirmatory factor analysis of the measurement model are consistent with the empirical data. All latent variables are reliable and consistent with the empirical data. (2) The analysis of the fit index of the measurement model with the empirical data, indicating that the measurement model, the clarity variable (CLA), the vision variable (VIS), and the recovery variable (RES) (3) Guidelines for developing the characteristics of school administrators in an era of global change, covering three aspects, are found in the following. As to clarity, administrators should develop modern management skills and processes that emphasize learning and clear communication, and use technology to increase organizational management efficiency with flexible strategies that are consistent with the long-term vision that can be adjusted and evaluated. In terms of vision, executives should promote a culture of openness to diverse opinions and support the use of innovation to solve problems creatively. They can then learn from mistakes through a feedback system to engage their staff and recognize the effects of change. They can use the SWOT Analysis as a strategic analysis tool to efficiently manage resources and provide opportunities for stakeholders to express their opinions in a safe atmosphere. In terms of resilience, executives should prepare for changing situations by supporting learning from challenges, viewing challenges as opportunities for learning and self-development, and conducting a risk analysis to prepare for potential situations.