Influence of leaders’ emotional intelligence on resilience to violent extremism among Boys’ secondary schools in the north eastern Counties of Kenya

Abstract

Purpose: The study sought to examine the influence of leaders’ emotional intelligence on resilience to violent extremism among boys’ secondary schools in the North Eastern counties in Kenya. Methodology: The study employed a cross-sectional design that integrated both quantitative and qualitative methods. It targeted 5,870 male students, 18 Directors of Education, 18 Deputy County Commissioners, and 108 school administrators across the North Eastern counties of Kenya. Using stratified and simple random sampling, a sample of 375 respondents was selected. Data were collected through structured questionnaires and interviews, with quantitative data analyzed using SPSS Version 26 and qualitative data subjected to thematic analysis for triangulation. Results: The findings showed a significant positive relationship between leaders’ emotional intelligence and student resilience to violent extremism (r = 0.548, p < 0.01). Leaders who demonstrated emotional regulation, empathy, and constructive conflict resolution created safer and more supportive school environments. Students in such settings reported greater emotional safety, trust, and openness. Conclusion: Emotional intelligence is a key leadership trait that strengthens institutional resilience to violent extremism. Leaders with high EI foster trust, open dialogue, and emotional safety, reducing student vulnerability to radicalization. Recommendations: The study recommends targeted training programs for school leaders to develop emotional intelligence competencies such as self-awareness, empathy, and emotion regulation.