The Governance Structure of an Archdiocesan Schools Office: Politics and Policies

Using the methodology of purposeful sampling and key informant interviews, this study sought to examine the governing structure of an Archdiocesan Catholic Schools Office to determine how it impacted its school system, and also how it relates to other Catholic schools within the same archdiocesan jurisdiction. The findings of the case study will be used to create a model for the Diocese of Awka in Nigeria. The mission of the Church to go and teach the whole world imposed an undeniable hard task for Catholic education. The Catholic schools have had long history of educating and re-educating, even in the midst of great difficulties of not having a school building, or support from the state. To articulate this mission and the injunction of our Lord Jesus Christ into a fruitful endeavor in the Archdiocese of Newark, its Schools Office work to bring the mind of the Church together in the different schools operating within the archdiocesan jurisdiction. It is of great importance, to structure all Catholic schools under the leadership of the Superintendent of Schools and her team of officers at the Schools Office. The different Catholic schools in Newark Archdiocese are Regional, Parish, Co-sponsored, Religious-owned, and Private. The four signs of the Church, One, Holy, Apostolic, and Catholic, are never overlooked in any of its structure, especially the schools. It is fitting that the Church organizes its schools and makes sure it is Catholic, academic, spiritual, and technological, as it understands today\u27s world. It is important that the Schools Office and its schools as part of the Body of Christ work in collaboration with the state, understanding that they are in the world but not of the world. The Schools Office has the obligation to lead these schools through the challenges of the moment, understanding the environment and the parental/guardian predicament as it assesses and supports these schools. How the Schools Office does all these leaves an unquestionable credit to the Superintendent and her colleagues as the research unfolds its content. In using Newark Schools Office structure as a model to building Awka Diocesan Schools Office, the researcher takes into account cultural differences, national differences, differences in philosophy of education, and the role of the laity in the school