Influence of Leadership Openness and Accessibility on Resilience to Violent Extremism among Boys’ Secondary Schools in the North Eastern Counties of Kenya

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.