Influence of Leadership Openness and Accessibility on Resilience to Violent Extremism among Boys’ Secondary Schools in the North Eastern Counties of Kenya
DOI:
https://doi.org/10.70619/vol5iss3pp32-43Keywords:
Leadership Openness and Accessibility, Resilience to Violent Extremism, Boys’ Secondary Schools, North Eastern Counties, KenyaAbstract
The study aimed to examine the influence of leadership openness and accessibility on resilience to violent extremism among boys’ secondary schools in the north eastern counties of Kenya. The study utilized a cross-sectional approach that collated both qualitative and quantitative data to meet the purposes of the study. The large study sample included 5,870 male secondary school learners, 18 Directors of Education, 18 Deputy County Commissioners (DCCs), and 108 school administrators spread across Garissa, Wajir, and Mandera counties. To obtain 375 study subjects, stratification and simple random methods were used on the entire population. A pre-test study was conducted in Lamu County. SPSS version 26.0 was used for purposes of analysis. The quantitative data were examined through statistical description methods incorporating frequencies, percentages, and table representation. Moreover, correlation analysis examined the cross-relationships between study variables. On the other hand, qualitative data was examined through thematic analysis, thus ensuring its alignment with research objectives. The findings of this study underscore the significant role that leadership openness and accessibility play in enhancing resilience to violent extremism among boys' secondary schools in North Eastern Kenya. The study reveals that school leaders who foster transparent communication and maintain an open-door policy contribute significantly to creating an environment of trust and psychological safety. Such an environment is conducive to identifying and addressing early warning signs of radicalization, allowing for timely interventions. The study concludes that leadership openness and accessibility play a crucial role in enhancing resilience to violent extremism among boys’ secondary schools in North Eastern Kenya. Open leadership that encourages transparent communication and accessibility builds trust among teachers, students, and the broader school community. It is recommended that school leaders in the North Eastern counties of Kenya actively cultivate openness and accessibility as key leadership practices.
References
Azmeraw, A., Arega, M., & Fufa, F. (2024). Inclusive leadership practices and their role in mitigating violent extremism in schools: Evidence from North Eastern Kenya. Journal of Educational Leadership, 34(2), 112-126
Benjamin, S., Carlsen, L., & Brown, T. (2021). Building resilience to violent extremism: A framework for educational institutions. Journal of Youth Studies, 25(7), 123-145.
Borum, R. (2021). Countering violent extremism: A psychological perspective. Behavioral Sciences, 12(3), 78-91.
Brown, M., & Taylor, J. (2021). Educational policies and counter-extremism: The role of inclusive leadership in the UK. Education and Social Justice Review, 45(1), 55-72.
Carter Center. (2018). Promoting inclusive leadership in education: A report on policy and practice. The Carter Center
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Georgaki, M. (2022). Mentoring programs and psychosocial support in schools: Fostering resilience to extremism. Journal of School Psychology, 51(2), 107-121.
Eldor, L., Shoshani, A., & Cohen, A. (2022). Perceived organizational support and its role in reducing student vulnerability to extremist ideologies in schools. International Journal of Educational Psychology, 36(4), 234-251.
Kruglanski, A., Gelfand, M., & Hetherington, R. (2019). Radicalization and psychological processes: A comprehensive review. Psychological Science in the Public Interest, 20(2), 113-137.
Kundnani, A. (2022). Inclusive education as a countermeasure to violent extremism. Journal of Education Policy and Practice, 38(4), 233-247.
McCauley, C., & Moskalenko, S. (2021). Cognitive radicalization: The psychological processes behind school violence. Journal of Political Psychology, 38(4), 255-270.
Moghaddam, F. M. (2023). The psychology of radicalization: Implications for school leadership and education. Journal of Educational Psychology, 28(1), 91-105.
Moyo, S., & Sibanda, N. (2021). Resilience building through inclusive leadership in South African schools. South African Educational Leadership Review, 26(1), 89-102.
Muyaka, R., Wambua, L., & Otieno, J. (2023). Inclusive leadership in schools: A path to reducing radicalization among Kenyan students. Journal of African Education, 19(6), 78-91.
Ngugi, M., & Wekesa, D. (2021). Inclusive leadership in Kenyan schools and its impact on resilience to violent extremism. East African Journal of Education, 32(1), 101-113.
Shields, D. (2024). Inclusive leadership in combating radicalization in Kenya’s North Eastern region. Journal of Educational Leadership and Management, 41(3), 301-317.
Smith, J., & Johnson, R. (2020). Inclusive leadership and radicalization prevention: A study from the United States. International Journal of Educational Leadership, 22(4), 55-70.
UNESCO. (2017). The role of education in preventing violent extremism: Strategies and best practices. United Nations Educational, Scientific, and Cultural Organization.
UNODC. (2017). Youth and violent extremism: A comprehensive strategy to prevent recruitment. United Nations Office on Drugs and Crime.
USIP. (2016). Countering violent extremism through education: A report on the role of schools in prevention. United States Institute of Peace.
Zhang, Y., & Li, W. (2020). The impact of inclusive leadership on student resilience in China’s schools. Asian Journal of Educational Studies, 19(1), 132-145.
