Influence of Structured Educator Workshops on Implementation of Community Service-Learning in Public Junior Schools in Nairobi City County, Kenya

This study sought to establish how structured educator workshops influence the implementation of community service-learning (CSL) in public junior schools (JS) in Nairobi City County (NCC). The study was anchored on Vygotsky’s Social Constructivism theory and employed a convergent design under the mixed methods research approach, supported by cross-sectional survey and phenomenology. From a population of 872 education stakeholders, stratified simple random sampling, criterion purposive sampling and census were used to obtain a sample of 22 (JS), 64 JS educators and 22 JS Heads of Institutions (HOIs). Census sampling was used to obtain a sample of 17 Quality Assurance and Standards Officers (QASOs) and purposive sampling was employed to get one (1) County Director of Education (CDE). Data from JS educators were obtained using questionnaires, while semi-structured interview guides were used to collect qualitative data from the HOIs, QASOs, and the CDE. Reliability for quantitative data was tested using Cronbach’s Alpha (target 0.70 to 0.90), while for qualitative data, credibility and dependability were ensured through peer debriefing, member checking, and triangulation. Quantitative data were analyzed using descriptive and inferential statistics in SPSS v25, while qualitative data were analyzed thematically using NVivo software. Results revealed that structured educator workshops correlated positively with CSL outcomes (r = .684, p < .01), with regression showing a significant positive influence. The conclusions drawn were that structured educator workshops significantly influence CSL implementation. Recommendations emphasized expanding CSL-focused workshops for enhanced professional development of JS educators Key Words: Structured Educator Workshops; Implementation; Community Service-Learning; Public Junior Schools