PhD in Education Leadership, Management and Policy (UKZN)
MEd in Education Leadership, Management and Policy (UKZN)
Postgraduate Diploma in Specialised Education – Cum Laude (UNIZULU)
BEd. Honours in Education Law and Policy (UP)
Certificate in HRM (UNISA)
BA Honours in Political Science (UNIZULU)
BA – Cum Laude (UNIZULU)
SPTD (KwaGqikazi College of Education)
EDF5903 – Research Methodology and Theoretical Foundations in Education Management (Masters Coursework module)
HREDU82 – Comparative Education (B.Ed. Honours Research Projects)
Educational Leadership and Management
Teacher professional development
Rurality in Education
Teaching and learning
Educational Research
Comparative Education
ICT in Education
Educational Leadership, Management and Policy
Comparative and International Education
Book Chapters
Ebo, A. A., Oredein, A. O., Nhlumayo, B. S. (2023). Teaching and learning phase: presenting a lesson. In C. Okeke, E. O. Adu, M. Mncanca, C. Ugwuanyi (Eds.). Managing the microteaching process: A practical guide to teaching practice (pp154 – 161). Hatfield, Pretoria: Van Schaik Publishers. ISBN: 978-0-627-04049-8
Nhlumayo, B. S. & Eze, I. R. (2024). Experiential Learning In Classrooms. In E. O. Adu, B. I. Omodan, C. T. Tsotetsi & B. Damoah (Eds.), Pedagogical strategies for 21st-century classrooms (pp. 92-99). ERRCD Forum. https://doi.org/10.38140/obp1-2024-13
Nhlumayo, B. S., & Pule, K. G. (2025). The integration of ICT pedagogy: A panacea to mathematics teacher training in South African universities. In B. E. Olawale (Ed.), Building the Foundations: Effective Approaches in Mathematics Teacher Preparation (pp 105-117). ERRCD Forum. https://doi.org/10.38140/obp3-2025-07
Nhlumayo, B.S. (2025). Heads, Hearts, and Hands: Leadership Experiences of Female Departmental Heads in the South African Basic Education System. In: Nkosi, N., Maphalala, M.C. (eds) Women's Leadership in African Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-90038-9_9
Published Works:
Nhlumayo, B. S. (2016). Strengthening and Sustaining Collaborations Between Schools and Parents in Rural Contexts: A Phenomenological Approach (Masters dissertation, University of KwaZulu-Natal, Edgewood). https://doi.org/10.13140/RG.2.2.33695.33446
Nhlumayo, B. S. (2020). The dynamics of implementing school-based teacher professional development in South Africa: a case study of one rural education circuit in KwaZulu-Natal (Doctoral dissertation, University of KwaZulu-Natal, Edgewood). https://doi.org/10.13140/RG.2.2.18595.84006
Nhlumayo, B. S. (2021). Enhancing teacher practice in times of crises through school-based teacher professional development: Implications for rural-based schools in KwaZulu-Natal, South Africa. SAICEd 2021 Proceedings. 111-121.
Myende, P., Nhlumayo, B. S. (2022). Enhancing parent-teacher collaboration in rural schools: parents' voices and implications for schools. International Journal of Leadership in Education, 25(3), 490-514. DOI: https://doi.org/10t.1080/13603124.2020.1731764
Nhlumayo, B. S. (2022). The implementation of school-based teacher professional development in a selected South African rural context: A need for change to deal with crises. E-Journal of Humanities, Arts and Social Sciences, 11(3), 51-61. https://doi.org/10.38159/ehass.2022sp3115
Nhlumayo, B. S. (2022). Using Learning-Centred Leadership in Developing Primary School Mathematics Teachers: Implications For Schools in a South African Rural Context. 11th International Multidisciplinary Conference of Global Education Network 2022 Proceedings, Botswana.
Nhlumayo, B. S., Chikoko, V. (2022). Continuing Professional Teacher Development (CPTD) in South Africa in the Time of COVID-19: Evidence from a School Cluster in a Rural Context. Alternation, 29(1), 63-91. https://doi.org/10.29086/2519-5476/2022/v29n1a5
Nhlumayo, B. S. (2022). The dynamics of implementing school-based teacher professional development in a South African rural context: Responding to crises. Journal of Educational Studies, 21(3), 104-123. https://hdl.handle.net/10520/ejc-jeds_v21_n3_a7
Nhlumayo, B. S., & Mofokeng, M. (2023). Managing Change in the Teaching and Learning of Geography in South African FET Classrooms. Journal of Curriculum Studies Research, 5(3), 16-28. https://doi.org/10.46303/jcsr.2023.28
Gcabashe, B. N., & Nhlumayo, B. S. (2023). Integration of Information and Communication Technology in Instructional Practices: A Case of Business Studies Pre-Service Teachers. Journal of Educational Studies, 22(2), 40-55. https://doi.org/10.59915/jes.2023.22.2.3
Nhlumayo, B. S., & Shandu, S. C. O. (2023). Professional development needs for TVET college novice lecturers: Transitioning to higher education. Journal of Instructional Research, 12, 5-14. https://eric.ed.gov/?id=EJ1403675
Nhlumayo, B. S. (2024). Weathering the storm through school-based teacher professional development. International Journal of Social Science Research and Review, 7(2), 140-147. http://dx.doi.org/10.47814/ijssrr.v7i2.1802
Nhlumayo, B. S. (2024). Rural primary school principals' leadership strategies for ICT integration. Research in Social Sciences and Technology, 9(1), 170-184. https://doi.org/10.46303/ressat.2024.10
Mngomezulu, H., Mkhize, T. F. & Nhlumayo, B. S. (2024). The Role of Formative Feedback in Teaching and Learning: Grade 10 Physical Sciences Teachers’ Perspectives. Interdisciplinary Journal of Education Research, 6, 1-12.https://doi.org/10.38140/ijer-2024.vol6.10
Nhlumayo, B. S. (2024). Developing Teachers through School-Based Leadership: A Case Study of One Rural Primary School in South Africa. Journal of Culture and Values in Education, 7(2), 173-187. https://doi.org/10.46303/jcve.2024.18
Nhlumayo, B. S., & Nkosi, N. (2024). Are You the First Lady? A Demand for Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools. Research in Educational Policy and Management, 6(2), 104-116. https://doi.org/10.46303/repam.2024.25
Nkosi, N., & Nhlumayo, B. S. (2025). The missing middle in the leadership continuum: Voices of women deputy principals in KwaZulu Natal, South Africa. Research in Educational Policy and Management, 7(1), 82-97. https://doi.org/10.46303/repam.2025.5
Nhlumayo, B., & Mabeleng, M. (2025). Professional Development Needs for School Leaders: A Case of Lesotho Secondary School Principals. Journal of Culture and Values in Education, 8(1), 208-223. https://doi.org/10.46303/jcve.2025.12
Nhlumayo, B.S. & Mabeleng, M.I. (2025). Challenges and experiences of professional development: Perspectives of secondary school principals. International Journal of Educational Management and Development Studies, 6(2), 55-75. https://doi.org/10.53378/ijemds.353196
Nhlumayo, B. S., & Ngubane, S. A. (2025). Challenges and opportunities for females in educational leadership: Perspectives from departmental heads in South African schools. International Journal of Educational Leadership and Management, Online First – First Published on 11th July, 2025, pp. 1-15. http://dx.doi.org/10.17583/ijelm.16344
Nhlumayo, B. S. (2021). The implementation of SBTPD in a selected South African rural context: A need for change to deal with crises. Paper presented at EMASA Annual Conference 2021. [09 October 2021].
Nhlumayo, B. S. (2021). Professional development needs for TVET College novice lecturers: transitioning to higher education. Paper presented at the SAERA Conference 2021. [11 November 2021].
Nhlumayo, B. S. (2021). Enhancing teacher practice in times of crises through SBTPD: Implications for schools in rural contexts. Paper presented at the SAICEd Conference 2021. [18 November 2021].
Nhlumayo, B. S (2022). The dynamics of implementing school-based teacher professional development in a South African rural context: A need for change to deal with crises. Paper presented at the 4th Annual UFS Conference. [23-24 June 2022].
Makhasane, S. D. & Nhlumayo, B. S. (2022). A case for the application of invitational leadership and social learning theories in addressing violence among learners in South African schools. Paper presented at the World Education Leadership Symposium (WELS) 2022, Germany. [28-30 September 2022].
Nhlumayo, B. S. (2022). Using Learning-Centred Leadership in Developing Primary School Mathematics Teachers: Implications For Schools in a South African Rural Context. Paper presented at the 11th Global Education Network International Conference (GEN) 2022, Botswana. [24-26 October 2022].
Nhlumayo, B. S. (2022). Using Learning-Centred Leadership in Developing Primary School Mathematics Teachers: Implications For Schools in a South African Rural Context. Paper presented at the SAICEd Conference 2022. [26-28 October 2022].
Nhlumayo, B. S. (2022). The dynamics of implementing school-based teacher professional development in a South African rural context: A need for change to deal with crises. Paper presented at the SAERA Conference 2022. [28 October 2022].
Nhlumayo, B. S., Mofokeng, M. (2022). Managing change in the teaching and learning of Geography in FET classrooms. INPESS [23 November 2022].
Nhlumayo, B. S. (2023). Distributed leadership in South African schools: Winning or losing the battle? Paper presented at the 5th Annual UFS Conference. Bloemfontein. [22-23 June 2023].
Nhlumayo, B. S. (2023). Weathering the storm through school-based teacher professional development: A case of two rural schools in South Africa. JES Conference, Skukuza Safari Lodge. [27-30 July 2023].
Nhlumayo, B. S. (2024). The role of ICT integration on primary school learners’ cognition: A rural education perspective. Paper presented at the AICEd Conference 2024. Pretoria, Manhattan Hotel. [18-20 April 2024].
Nhlumayo, B. S. (2024). Using self-directed learning to facilitate independent learning for pre-service teachers: A phenomenological study of one South African university. 2024 International Teaching and Learning Conference. UNISA, Muckleneuk Campus. [06-10 May 2024].
Nhlumayo, B. S. (2024). Are you the first lady? Resilient Leadership Practices for Women Leading Selected South African Rural Primary Schools. Pivot Engaged Scholarship Conference. Cape Town. [13-16 August 2024].
Nhlumayo, B. S. (2024). Digital leadership for pedagogical transformation: Narratives of secondary school principals. Paper presented at the SAERA Conference 2024. Bloemfontein, Free State Province, South Africa. [29 October – 01 November 2024].
Nhlumayo, B. S. (2025). Digital leadership for pedagogical transformation: Narratives of secondary school principals. Paper presented at the TIER Conference 2025. Sun City Resort, North West Province, South Africa. [07 April – 10 April 2025].
Chair of Teaching and Learning Committee (DEF – Unisa)
Deputy Chair of Research, Innovation and Vetting Committee (DEF – Unisa)
Member of Work Allocation Committee (DEF – Unisa)
Subject Head and Programme Coordinator for B.Ed. Senior & FET (UFS)
2022 Top 10 Researcher (UFS – Faculty of Education, position 7)
Sesotho Language Certificate Course – UFS
Curriculum Renewal Program Certificate Course – UFS
