Abstract
This phenomenological qualitative study examined strategies that Catholic secondaryschool leaders use to integrate mission across curriculum design, professional
development, and student co-curricular opportunities, exploring the role of Catholic
Social Teaching (CST) in shaping this integration. The purpose of the study was to
understand how leaders embed mission into school culture through practical approaches.
The scope centered on leaders’ experiences within diocesan coeducational secondary
schools in Northern California. Data were collected through semi-structured interviews
with seven school leaders, including two principals, three assistant principals, and two
deans. Interview transcripts were analyzed using an iterative coding process, which
yielded four emergent themes and eleven subthemes. Based on the findings, four practical
recommendations are offered for strengthening mission integration, along with
opportunities for future research. This study aims to contribute to the broader
conversation on Catholic educational leadership by providing insights that may inform
future practice, leader and teacher formation, and continued research.