ISSN: 2222-6990
Open access
Programme of Pastoral Instruction (PPI) is perceived as an easy subject needing little teaching because it is a mere extension of church services and the Bible. This leads to a negative attitude towards the subject. The attitude of teachers towards a subject affect how a programme is implemented. Some teachers in primary schools have a perspective that the programme of pastoral instruction is a source of disunity. The study sought to establish teacher attitude towards the implementation of the programme of pastoral instruction. The study was guided by Motivator-Hygiene theory. The study employed a descriptive survey research design. A simple random sampling technique was used to select fourteen catholic sponsored primary schools in Marakwet West Sub-County Elgeyo Marakwet County. All headteachers of the sample schools participated in the study. A simple random sampling technique was used to select 42 PP1 teachers and 272 pupils in the upper primary school, class 6, 7 and 8. Data were collected using questionnaires. Data analysis was done using descriptive statistics, including percentages, means, frequency and tables. The findings revealed that fifty-two percent (52%) of the respondents strongly disagreed that pastoral instruction has overcrowded the timetable. The study concludes that teachers' working conditions needed a boost by providing them with incentives to improve their morale. There is also a need to recognize and appreciate the efforts of teachers by rewarding them. The study recommends that: there is a need for teachers to undergo training. This is based on the fact that teachers who have adequate training on instructional resource use influence pre-school learners' achievement in both examinable subjects as well as non-examinable ones.
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In-Text Citation: (Tanui et al., 2021)
To Cite this Article: Tanui, J. J., Andambi, R., & Natade, J. L. (2021). Teacher Attitude towards the Implementation of Programme of Pastoral Instruction. International Journal of Academic Research in Business and Social Sciences, 11(5), 1-12.
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