Relationship Between the Programme for Pastoral Instruction and the Moral Formation of Grade 8–9 Learners in Catholic Private and Sponsored Primary Schools in Kajiado County, Kenya

The Programme for Pastoral Instruction (PPI) is central to Catholic education, yet questions remain regarding its consistency and effectiveness in shaping learners’ values. This study examined the relationship between PPI and the moral formation of Grade 8–9 pupils in Catholic private and sponsored schools in Kajiado County, Kenya. A sequential convergent mixed-methods design was employed. Quantitative data were collected from 28 teachers using structured questionnaires, while qualitative insights were obtained from 28 head teachers, four chaplains, one diocesan officer, and focused group discussions with pupils. Instrument validity was confirmed through expert review and piloting, while reliability was established using Cronbach’s alpha (α > 0.70) for quantitative data and triangulation and member checking for qualitative data. Quantitative results indicated that PPI was moderately implemented (M = 3.31, SD = 0.61) yet strongly correlated with 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. Thematic findings further demonstrated PPI’s influence on honesty, empathy, responsibility, reasoning, and service, while highlighting challenges of chaplaincy involvement, curriculum pressures, and limited resources. The study concludes that PPI significantly contributes to learners’ moral growth but requires stronger diocesan support, systematic training, and structured integration into school timetables. Keywords: Programme for Pastoral Instruction, Moral Formation, Catholic Schools, Values Education