PROGRAMME OF PASTORAL INSTRUCTION (PPI) AND ITS INFLUENCE ON TEENAGE MOTHERS EDUCATION IN CATHOLIC ARCHDIOCESE OF MOMBASA SPONSORED PUBLIC SECONDARY SCHOOLS, KENYA

Abstract

ABSTRACT Kenya's coastal region exhibits a notably high prevalence of teenage pregnancies within the country. However, there has been a lack of extensive research conducted on the underlying factors and potential interventions for the prevalent issue of adolescent pregnancy within the area. The Catholic Church in Kenya implements a comprehensive program of Pastoral Instruction in all public schools under its sponsorship. The absence of a pastoral instruction program (PPI) during the typical progression of early development might result in significant adverse effects during subsequent life cycle phases, with certain impairments carrying irreversible consequences. The pastoral teaching program not only aims to enhance the spiritual well-being of adolescent children but also strives to promote the overall well-being of students by equipping them with the necessary skills and abilities to become self-sufficient individuals in their adult lives. Nevertheless, the implementation of this approach has yet to be considered, resulting in the neglect of children's deprivations and the inadequate resolution of the obstacles they face to fulfill their requirements. This study aimed to investigate the impact of a pastoral teaching program on the improvement of educational outcomes among adolescent mothers attending Catholic Archdiocese of Mombasa Sponsored Public Secondary Schools in Kenya. The research was conducted inside the Catholic Archdiocese of Mombasa, focusing on four counties with the highest prevalence of pregnancies: Mombasa, Kwale, Kilifi, and Taita Taveta counties. The term "convergent" refers to a phenomenon or process in which multiple elements or The study employed a mixed methods strategy to conduct the research. The study was conducted to investigate children aged 13 to 18 years at the Catholic Archdiocese of Mombasa Sponsored Public Secondary Schools. A sample of 344 respondents was selected using probability sampling techniques (stratified and simple random sampling) and nonprobability sampling methodology (purposive sampling). Both the quantitative and qualitative research paradigms were employed nearly equally and simultaneously during the data collection and processing period. Data was collected from students and teacher counselors through questionnaires. In contrast, data from adolescent mother students, principals, and pastoral professionals within the study's location (Mombasa et al. counties) was collected using an interview guide. The researcher employed both content validity and the Cronbach's Alpha technique to evaluate the reliability of the questionnaire. A reliability criterion of 0.8 was utilized to calculate Cronbach's Alpha. The data analysis process encompassed quantitative methods, such as descriptive statistics (frequencies, mean, standard deviation, and percentages), and qualitative techniques, where data was organized into themes and presented in a narrative format, along with the inclusion of raw data extracts. In order to prevent plagiarism and maintain a high degree of integrity throughout the study, ethical considerations were diligently observed. Proper citation and acknowledgment of all information used were ensured. The study's findings indicate that holistic pastoral education has demonstrated societal benefits in addressing adolescent pregnancy and promoting female child education. However, implementing such instruction in Secondary schools within the Archdiocese of Mombasa must be more effective. The study suggests that to enhance the comprehensive education of children and address the issue of teenage pregnancies, the Ministry of Education and the Archdiocese should raise awareness among principals, deputy principals, and instructors on the complete implementation of a pastoral teaching program on education within schools.