The extent to which the Bukoba Diocesan Education Policy influences the way in which mission Integrity is maintained in Catholic secondary schools in the Kagera Region of Tanzania.

The purpose of this study is to examine the extent to which education policy within a diocese in Tanzania influences the way in which mission integrity is promoted in Catholic secondary schools. Grace (2010: 11) defines mission integrity as ‘fidelity in practice and not just in public rhetoric to the distinctive and authentic principles of a Catholic education’. Grace (2008) maintains mission integrity means that an organisation and the people within it can be seen to be living and practising in accordance with the principles of Catholic education. It should be evident in an organisation’s mission statement and not simply published in a prospectus or in other publicity statements, as an exercise in marketing. Within the context of a Catholic school, the chief guardian of mission integrity is the head teacher. However, if mission integrity is to be achieved, it is important that all academic staff are engaged in the formulation and implementation of mission statements, school policy and practice and, that they together with the head teacher, ensure that every policy in the school is informed by it. Catholic schools specifically must be committed to maintaining the integrity of their mission which, in essence, involves the maintenance of a balance between school effectiveness issues and Catholic distinctiveness or identity. The literature review focuses on some existing education policy of the Bukoba Diocese and then explores the five principles of Catholic education. The concept of mission integrity is discussed particularly in relation to the sacramental perspective and collaborative ministry, especially in relation to working in partnership with parents and the formation of students. Finally, some of the challenges of realising mission integrity in contemporary society are discussed. Little empirical research has been undertaken to explore the extent to which education policy in the context of Catholic secondary schools and specifically in the Bukoba Diocese has encouraged and promoted mission integrity. This is also the case in the Kagera region of Tanzania. In view of the lack of published literature, there is a clear need to extend understanding of how policy influences the way in which mission integrity is maintained in Catholic secondary education. The aim is to create and interpret new knowledge through original research and extend and enhance professional and vocational practice in Catholic secondary education. A case study using a qualitative, inductive design was used to capture how Catholic secondary schools promote, in reality, the practice of the principles of Catholic education as documented in education policy. Data was collected by way of purposive sampling. Semi-structured interviews were conducted with bishops, a priest, head teachers and teachers (n=13) from two Catholic secondary education schools. A period of observation of school assemblies and teaching practice was also undertaken. Document analysis of school policy, literature and the curriculum, was also undertaken. Data was analysed using a modified version of discourse analysis as described by Van Dijk, 1997; Kress, 1985; Brown & Yule, 1983 and Parker, 1992. Three themes emerged from the analytic process: effective Catholic school leadership; attributes of the Catholic educators and dealing with challenges. Effective Catholic school leadership outlines the qualities that are required of competent leaders in a Catholic school. More specifically it identifies the features required of a leader to drive and support the implementation of local policy, the education policy and the promotion and maintenance mission integrity. It describes the necessary knowledge, skills and attitudes required of school leaders to effectively translate policy into practice. Attributes of the Catholic educators identifies those required of Catholic educators in the classroom or, more specifically, those required of the educators to promote the education policy in the school curriculum and teaching practice. It makes explicit what defining characteristics teachers need to possess, to promote and maintain mission integrity within the context of Catholic secondary education. Dealing with challenges describes the barriers or challenges that both school leaders and teachers are presented with in respect of policy implementation in the context of Catholic secondary schools. It reveals the barriers that Catholic educators, including school leaders, head teachers and teachers are confronted with, and in particular, the lack of funding received to support policy implementation and staff development. A number of recommendations are made to enable Catholic leaders, Catholic head teachers and teachers to develop and implement effectively Catholic education policy in secondary schools and ensure mission integrity is central to the work of the school and all academic and teaching practice