Influence Of Inclusive Leadership and Resilience to Violent Extremism Among Boys’ Secondary Schools in the North-Eastern Counties of Kenya

Abstract

North-Eastern Kenya, bordering Somalia, has been significantly affected by extremist indoctrination, exposing students to heightened risks of recruitment into terrorist organizations. Previous studies indicated that a substantial proportion of boys from secondary schools in the region have been vulnerable to recruitment, with teenage males showing increased susceptibility to coercive indoctrination. This study investigated the influence of inclusive leadership on resilience to violent extremism among boys' secondary schools in Garissa, Wajir, and Mandera Counties of North-Eastern Kenya, with perceived organizational support as a moderating variable. The study examined how leadership dimensions including openness and accessibility, collaboration, emotional intelligence, and commitment to equity influenced students' resilience to violent extremism, and how perceived organizational support moderated these relationships. The study was anchored by the Social Identity Theory, Transformational Leadership Theory, and Conservation of Resources Theory. A descriptive survey design was employed using a mixed methods research framework that combined quantitative and qualitative approaches. The target population comprised 6,014 participants including 5,870 boys enrolled in secondary schools across the three counties, 108 school principals, 18 Sub County Directors of Education, and 18 Deputy County Commissioners. The study determined a sample size of 393 participants using Yamane's formula: 375 students selected through stratified random sampling and 18 key informants selected through purposive sampling. Data collection employed structured questionnaires for students and semi-structured interview guides for key informants. Instrument reliability was assessed through pilot testing conducted in Mombasa County using 40 male students and 3 education officials. The student questionnaire achieved an overall reliability of α = 0.829, with individual sections ranging from α = 0.762 to α = 0.892. Test-retest reliability yielded correlations from r = 0.74 to r = 0.89 (p < 0.01). Interview guides underwent content validation by three education and security experts. Diagnostic tests confirmed dataset suitability for parametric analysis, with normality, linearity, absence of multicollinearity, and homoscedasticity assumptions satisfied. The study achieved a 90.4% response rate with 339 valid questionnaires from students and complete participation from all 18 key informants. Results revealed that leadership openness and accessibility (β = 0.318, p < 0.001), leaders' collaboration (β = 0.247, p < 0.001), leaders' emotional intelligence (β = 0.284, p < 0.001), and leaders' commitment to equity (β = 0.206, p < 0.001) had statistically significant positive influences on resilience to violent extremism. Perceived organizational support positively influenced resilience (β = 0.192, p < 0.05) but did not significantly moderate the relationship between inclusive leadership and resilience. Qualitative findings reinforced quantitative results, emphasizing the critical role of transparent communication, collaborative decision-making, and equitable treatment in building student resilience. The study concluded that inclusive leadership practices significantly enhance students' resilience to violent extremism in conflict-affected regions. Recommendations include promoting transparent communication, empowering stakeholders, improving emotional intelligence among leaders, ensuring equity in resource distribution, and strengthening organizational support systems.