Abstract: The Programme for Pastoral Instruction (PPI) has long been considered a pillar of Catholic education, fostering honesty, empathy, responsibility, and respect among learners. However, questions persist regarding its consistency and effectiveness within Catholic private and sponsored schools. This study examined the influence of PPI on the moral formation of learners in Kajiado County, Kenya. A sequential mixed-methods design was employed, collecting quantitative data from 28 teachers using structured questionnaires and qualitative insights from head teachers, chaplains, a diocesan education officer, and Grade 8–9 pupils through interviews and focused group discussions. Validity of the instruments was established through expert review and piloting, while reliability was confirmed using Cronbach’s alpha (α > 0.70) for quantitative data and triangulation and member checking for qualitative data. Quantitative analysis revealed that PPI implementation was moderate (M = 3.31, SD = 0.61) yet strongly correlated with learners’ moral formation (r = .702, p < .001). Regression analysis confirmed PPI as a significant predictor (β = .636, p < .001), explaining 49.3% of the variance in moral outcomes. Qualitative findings highlighted limited chaplaincy involvement, inadequate resources, and curriculum overload. The study concludes that PPI positively influences moral development, though stronger diocesan support and systematic integration are required. 

Keywords: Programme for Pastoral Instruction, Moral Formation, Catholic Schools, Implementation