• Educational Leadership and Management
• ICT education
• Open Distance Education
• Social Justice Education
• Sustainable Education
• Organizational development
• Quality Promotion

• Education Leadership and Management

Selected Published Book Chapters

• Khumalo, S. S. (2018). Improving Student Success Rate in Open Distance Learning Settings through the Principle of Constructive Alignment (Ed: M Sinecen): In Trends in E-learning, 31.
• Khumalo, S. S. (2018). Cost of Poor-Quality Management on Organizational Performance in Educational Settings. In Cases on Quality Initiatives for Organizational Longevity (Ed: A Krishan (pp. 297-323). IGI Global.
• Khumalo, S. S. (2018). The Role of Principals as Mentors in Mentoring Deputy Principals. In Mentorship Strategies in Teacher Education, (Eds: K Dikilitas, E Mede, D Atay) (pp. 256-274). IGI Global.
• Khumalo, S. S. (2019). Rethinking the Support Programmes for the Marginalised Students in Higher Education Through the Lens of Social Justice. In Strategies for Fostering Inclusive Classrooms in Higher Education: International Perspectives on Equity and Inclusion (Eds: E Sengupta, P Blessinger, J Hoffman, M Makhanya) (pp. 97-109). Emerald Publishing Limited.
• Khumalo, S. S. (2019). Perpetuating Social Injustice Through Neglecting the Voices of the Non-Unionized Teachers: An Analysis From the Rawlsian Perspective. In Handbook of Research on Social Inequality and Education (Eds: S Wisdom, L Leavitt, C Bice) (pp. 273-288). IGI Global.
• Khumalo S.S. (2020). The Leadership Practices Of The South African Primary School Principals In Promoting Shared Decision Making: In Innovations In Educational Leadership And Continuous Professional Development (Editor: Osama Al Madhi) (pp 139-160)

• Khumalo S.S: (2015). The implications of system 4 approach on school leadership practices. International Education Studies (IES):  8(7): 38-43
• Khumalo S.S: (2018). Promoting teacher commitment through the culture of teaching through strategic leadership practices, Gender and Behaviour, 16(3), 12167-12177
• Khumalo S.S (2019). Analyzing abusive school leadership through social justice theory. International Journal of Educational Management, 33(4), 546-555
• Khumalo S.S (2019). Implications of school violence South Africa on socially just education, Ebangi, 16(8), 1-11
• Khumalo S.S (2019). Exploring the leadership practices of primary school principals through the lens of transformational leadership theory. Journal of Gender, Information and Development in Africa, 8(3), 21-38Khumalo S.S (2019). Examining the transformational leadership practices of primary school principals in promoting teacher commitment: A South African perspective, Discourse Communication and Sustainable Education, 10(2), 22-32
• Khumalo SS (2021). Analysing the experiences of women principals in primary schools in Limpopo Province, South Africa through social justice theory, Problems of Education in the 21^st Century, Volume 79 (1), 47-59
• Makibinyane JM & Khumalo, S. S (2021). Exploring factors that impede students support services and through put rate: the case of TVET Colleges in South Africa, International Journal of Education Economics and Development, 12(4), 397-411
• Khumalo SS (2021) A Descriptive Analysis of the Leadership Practices of Primary School Principals in Promoting Sustainability Through Motivating Teachers" Discourse and Communication for and Sustainable Education, 12(1), 42-54
• Khumalo SS (2021) A critical examination of the recruitment processes of the South African principals from Rawls perspective: A conceptual argument, Cogent Social sciences, 7(1), 42-54
• Mlambo Freddy & Khumalo SS (2022). An examination of the promotion of the ethic of professional praxis of secondary school principals: a South African perspective, International Journal of Leadership in Education, 1-15
• Khumalo SS (2022). Critical analysis of Bantu Education Act of 1953 and implications on Covid-19 pandemic in Black schools: A social justice perspective, 3(2): 260-271.
• Munnhar, P & Khumalo SS (2022): The South African Council for Educators point system policy in promoting teacher professional development: Critical analysis of the case in South Africa, 9(1) 45-53
• James Kyambadde & Shuti Steph Khumalo (2022). The dynamics and complexities impeding the management and the implementation of universal primary education (UPE) in Ugandan primary schools, 10(1) 82-91
• Suzanne Emily Naicker & Shuti Steph Khumalo (2023) Secondary school leadership and technology integration in pedagogical practices: Challenges, impediments, and successes, 17(1), 266-281.
• Chapisa, C. Shuti Steph Khumalo, (2023). Characterization, Experiences and Management of Y-generation Teachers: A South African Perspective, 138-155 4(1)
• TJ Nkuzana & SS Khumalo (2023). Depicting pertinent curriculum hiccups constraining students pursuing senior national certificate: South African Perspective, 10 (1), 226-233
• SS Khumalo (2023) Abusive school leadership practices and teacher dissenting voices: Analysis through Nacy Fraser and Miranda Fricker, 2(4), 15-28

• Literati Award for excellence- [Emerald Publishing] Outstanding Author Contribution- Awarded for the exceptional author contribution to the chapter: Rethinking the support programs for marginalised students in Higher Education through the lens of social justice
• Highly Commended Article-Awarded for the commendable article published in the International Journal of Educational Management. Analysing abusive school leadership practices through the lens of social justice

• Majuba Project
• The effectiveness of School Leadership, Management and Governance Structures in the provision of Quality in Limpopo Province, South Africa
• The dynamics of space and place in the sub-Saharan universities.
• Master’s & PhD TVET project

Prof SS Khumalo is an NRF C2-rated researcher in Educational Leadership and Management, with a scholarly focus on social justice. He is also a double awardee of the Emerald Literati Awards, reflecting the high quality and impact of his scholarship.

His research demonstrates a sustained and productive contribution to knowledge in the field, with recognised national peer esteem and international visibility. He publishes consistently in high-quality, accredited scholarly outlets. His work advances critical debates on equity, leadership, and transformation in education. This rating reflects the quality, coherence, and impact of his ongoing research programme.