Conference 2019

All You Need To Know

Conference Information Desk

Have a question? Please check our information desk below.

The Conference progamme will be uploaded towards the conference date. Thank you.
Click here for abstract submission form.

Presenters whose papers have not been submitted by 31 July 2019, will be removed from the programme. Presenters who have not registered to attend the conference by the 09 August 2019, will be removed from the programme.

The complete paper must reach the Conference Secretary on or before Wednesday, 31 July 2019. All papers must be typed on A4 pages, 1.5 line spacing in Arial or Times New Roman, size 12 points and the length must be at least 5000 words.

Conference Registration fees: R 3 500 [excluding accommodation and traveling cost]

  • - Account Name: Education Management Association Of South Africa
  • - Bank: Standard Bank (SA)
  • - Account Number: 01 173 0447 (Cheque Account)
  • - Branch Name: Lenasia | Branch Code: 015137
  • - Reference: Your Name


Selected papers may be published in EMASA’s peer reviewed journal. Presenters, who would like to have their papers considered and refereed for this purpose, should ensure that they comply with the guidelines and conditions set out in the conference website. Please note that the journal is not yet accredited by the DHET. EMASA is working on that process. The published papers may be used as part of the accreditation application process.

Workshop Registration: 13h00 - 14h00
Workshop : 14h00 - 17h00

Mr Johan van Coller

Gauteng Department of Education

Improving school functionality through proper financial management.

Prof. Herman van Vuuren

North West University

Improving school performance through effective parental involvement.

James Ndlebe

Department of Basic Education

Basic functionality for school improvement.

Listed below are our speakers for the conference.

Dr. Parvathy "Mumsie" Naidoo

The role of primary school principals and deputy principas in instructional leadership.

In an earlier study the researcher investigated the influence of a leadership development programme on leadership practices of principals. However, the one area that the leadership development programme did not address sufficiently was instructional and curriculum leadership. This study focused on four primary schools in the Greater Johannesburg/Soweto region. Deputy Principals have been included in the sample, since they are required to deputize in the absence of principals in schools thereby promoting successful succession planning. Senior leadership of three of the schools which are partnership schools of the University of Johannesburg and part of the USAID initiative formed part of the sample. Using the qualitative research paradigm, structured, individual, in-depth interviews were employed with eight participants. In attempting to correlate the literature with the findings, the four fundamental management functions of leaders and managers, namely, leading; planning; organizing and control in the context of instructional and curriculum leadership were followed. The findings, supported by the literature revealed that, by and large, principals and deputy principals of the primary schools surveyed lack the requisite professional skills for effective instructional and curriculum management. Many principals neglect their responsibilities of instructional leadership because they are not fully aware of this primary task or because they are too busy attending to administrative duties.

Email address:

Dr. Razia Ghanchi-Badasie

Professional development of principals in a community of practice (COP)

School leaders, often work in isolation from colleagues. While maintaining a finger on the pulse of their own school context is essential, opportunities for growth and development should be explored in diverse social settings with colleagues. I submit that every principal should belong to at least one CoP configured around professional learning and development.

As a principal in a ‘town school’ I network with principals of the same community. As I have observed, the main link between these schools is extramural activities, which I have experienced as both a healing ground for social cohesion as well as a breeding ground for discrimination. The continuous interaction and engagement with principals of ‘English’ schools and ‘Afrikaans’ schools slowly helps to build bridges between the two types of schools.

I also actively participate in Communities of Practice (CoPs) with principals of surrounding township schools from which my learners come from. The collective sharing of resources and the frequent engagement around educational issues have enhanced our individual and collective leadership strategies in our respective schools.

I also actively participate in Communities of Practice (CoPs) with principals of surrounding township schools from which my learners come from. The collective sharing of resources and the frequent engagement around educational issues have enhanced our individual and collective leadership strategies in our respective schools.


Professor Noel Pearse

Designing School Leadership Development Programmes with Impact.

As part of the Vice Chancellor’s Schools Initiative the Rhodes Business School designed a short course certificate in school leadership for Grahamstown schools. The programme design recognises the challenges experienced by school leaders as practitioners who have real and numerous problems to solve every day, often in an environment that is not conducive to, or supportive of schooling. This obligates leaders to assume the role of agents of change who create a sustainable and inclusive future for the school, while simultaneously having to handle crises that demand immediate attention. The programme shows an appreciation for the loneliness of leadership at the top, but also acknowledges that the school management team are held accountable for the performance and reputation of the schools that they lead. It was therefore appreciated that any leadership development initiative needs to be multi-faceted in its design.

Bearing this context in mind, five guiding principles that informed the design of the programme are discussed. These are (1) ensuring relevant content and teaching and learning experience; (2) promoting radical behaviour supportive of change and excellence; (3) including relational components; (4) emphasising responsible and reflective leadership practice; and (5) facilitating rounded leadership development.

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Mr. Emmanuel Phathumusa Mdladla

The intricacies of professional development and preparation of education leaders

In this article, the author gives an account based on the Mathematics, Science and Technology (MST) teacher Professional Development(PD) that are extended to lead teachers to enable them to develop MST teachers in Gauteng. The article focuses on the intricacies in the preparations of lead teachers for their roles as advocators of the National Curriculum Statement (NCS). Finally, the author reflects on implications on Leadership and Management of Science project learner through PD of lead teachers at Sci-bono Discovery Centre.

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Mr Eugene Zondo

The intricacies of professional development and preparation of education leaders

In this paper the author will be focusing on how to promote professional development of classroom educators to be leaders of the 4th industrial education. This calls on the style of professional development these teachers will need and the type of educational leadership needed to equip and prepare our teachers for the 4th industrial education. The introduction of I.C.T in the classroom has had a paradigm shift in how educators have to conduct learning and how to lead the learners in achieving the required objectives.

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Ms Nokukhanya Satimburwa

A “double dilemma”: The lived experiences of early career principals leading in a context with multiple deprivation.

The task of leading and managing schools in the 21st century is now viewed as a specialist occupation. One of the reasons is that there is now compelling evidence that suggests that leadership is the major ingredient to school effectiveness. Furthermore, principals are tasked with various demands and responsibilities; and ultimately they are held accountable for the successes or failures of the schools they lead. Given this high level of responsibility and the level of accountability attached to the principalship position, some principals find themselves in a position where being a first time principal, they have to lead a school which is in a context with multiple deprivation. As a new incumbent these early career principals experience those challenges associated with their newness in this position. On the other hand, the context of multiple deprivation is said to present calculated challenges which conspire to make the task of leading in such schools more complex and difficult. This study seeks to uncover the lived experiences of these principals and to further gain insight on how they enact leadership, the challenges they face and how they deal and cope with these challenges.


Mr Alfred Hanyane

Decolonization of curriculum through Science Centre approach

Education is not learning of facts but training of the mind to think- Albert Einstein. The ultimate goal of education is practical solutions to manage and improve lifestyles of mankind. Science Centre’s are community service-based educational facilities that provides a platform for relevant, interactive and hands-on learning and application of curriculum and non-curriculum concepts to bridge the gap between theory and practice. With their interactive and innovative approach, Science Centre’s have a potential to communicate complex research findings in a manner that a lay public can relate to and make informed decisions. This is achieved through accessible activities ranging from interactive exhibition tours, hands-on workshops, formal and informal presentations, and shows. Science Centre activities are in line with science engagement strategic aims of the Department of Science and Technology which includes: to improve scientific literacy in our society in general and to develop a critical public amongst others. This paper seeks to share the significance of Science Centre’s in decolonizing curriculum through informal, relevant, and interactive activities to enhance education, in particular, science, technology, engineering, and mathematics education by linking knowledge to practicality, and thus equipping school learners and the public, with skills to use knowledge in a meaningful way.

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Dr. Sandile Sam Mbokazi

Traditional Leaders – A Key for School Managers to Understand and Respond to Socio-Cultural Contexts beyond their School Fence

Using lessons drawn from two rural communities, my doctoral study examined the role of traditional leaders in school governance in South Africa, with an aim to understand the nature of their role in school governance and reasons for playing such role as well as the manner in which this role is understood and experienced by school-community members in these rural contexts. The study generated data through individual semi-structured and focus group interviews with superintendents of education in management, school managers, parent and learner members of the school governing bodies and traditional leaders.

The study found that the context of interaction between traditional leaders and school governors has provided an important platform where issues of school development, safety and security, school-community partnership, and cultural identity in relation to school governance can both be interrogated and facilitated. This paper discusses some examples of ways in which traditional leaders can be an important vehicle for school managers to better understand and respond to different socio-cultural contexts of communities they serve. Among these examples are traditional leaders assisting school managers improve matric pass rates; address issues of teenage pregnancy and crime; while contributing towards skills development in rural communities.

Email address:

Dr Corné van der Vyver

School leadership and educator’s professional well-being

The principal, as leader of the school, has an important role to play in the professional wellbeing of teachers. The leadership style of the principal has an influence on the professional wellbeing of teachers. In this paper, the relationship between the leadership style of the principal and the professional wellbeing of teachers is explored. This study utilized a non-experimental quantitative survey design. The sample included 400 respondents from urban primary and secondary schools within the Kenneth Kaunda District of the North-West province of South Africa. Data was collected by administering two questionnaires. The Multifactor Leadership Questionnaire (MLQ-5x) was used to measure leadership styles, whereas professional wellbeing was measured by means of the Institute of Work Psychology (IWP) Multi-Affect Indicator. A positive relationship was found between transformational and transactional leadership styles and professional wellbeing (indicating positive affect at work) and a negative relationship between laissez-faire leadership style and professional wellbeing (indicating negative affect at work).From this study, it is clear that the combination of transformational and transactional leadership styles contributes to professional wellbeing.

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Ms. Olabisi Olaoye

A study on the intersection between Female Principals’ marital status and Leadership effectiveness

The phenomenon of leadership has been the subject of considerable attention and extensive study by theorists and researchers in the field of education management and leadership. However, the practices related to educational leadership vary across societies and cultures as individuals construct and experience leadership in different ways. In the case of female leadership, it is possible to identify some commonalities concerning the barriers women face in becoming and being a leader in schools in different contexts. Most of the literature on compared female leadership styles with male counterparts and often failed to address the impact of other important factors outside the school especially the personality of the leader. Therefore, because of the limitations and gap in literature, this study focused on the intersection between female principals’ marital status and leadership effectiveness. This study reviewed the concept of Leadership effectiveness and pragmatically analyzed the relationship between marital status and female principals’ leadership effectiveness. This study used behavioral theory as a lens to underpin the study conclusion, suggestions and recommendations were made based on the literature reviewed.

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Ms Nicola Hayes

Aim higher, fly higher

Access to higher education is no more than a dream for many South African learners, especially those from Quintile 1-3 schools. While #feesmustfall and the government’s subsequent financial response has gone some way to balancing the scales; unless principals and teachers start thinking and acting differently in many schools, the academic barriers will remain in place that exclude learners from even being able to apply to tertiary institutions. Thus, much of the intellectual capital of our country will continue to be lost.

Drawing on the practices of a highly successful quintile 5 school (which consistently achieves between a 93% and 98% Bachelor’s pass rate in matric) this paper explores the extent to which these practices and philosophies are transferable to a quintile 3 school in the same area. Strategies include stronger academic press, early career and goal setting, thinking about thinking, and academic modeling.

It is suggested that many practices are easily transferable but philosophic difference may mean that they are not embedded as easily in different contexts.

In conclusion, recommendations are made of strategies that can be employed by schools more generally in order to maximize academic access to tertiary education.

Email address:

Carolyn (Callie) Grant

School leadership preparation and development: what lessons can we learn from Namibia?

Research indicates that school leaders in Africa are insufficiently prepared for their leadership role. While it is documented that African countries such as Kenya, Lesotho and Botswana do not offer formal school leadership programmes, Namibia is unique in that it does offer some formal support for its school leaders. Framed by career socialisation theory and using the concepts of structure, culture and agency, this paper discusses the lessons we can learn from Namibia about the leadership preparation and development of its school leaders. To do so, the paper draws on a Namibian case study of school leadership preparation and development. Participants were drawn from one of the 14 regions in Namibia and included the regional director who organised that he, together with ten principals and three heads of department, would be involved in the study. Methods of data collection included document analysis, open-ended questionnaires and in-depth, face-to-face, semi-structured interviews. The paper argues that four lessons can be learnt from this Namibian case study; i) that anticipatory socialisation (socialisation to leadership during childhood and early schooling) remains a powerful form of leadership development, ii) that leadership preparation and development can be usefully introduced in pre-service educational programmes, iii) that while professional socialisation in the form of formal leadership training is offered, much more can be done in this regard, and iv) that in-school mentoring as part of organisational socialisation is a powerful strategy, particularly as it relates to succession planning.


Dr Farhana Amod Kajee

A movement towards criticality: A socially just approach in Educational leadership and management

Educational leadership and management is a fairly new field in South Africa and research both internationally and nationally highlights pressing problems in the field. It is difficult to comprehend the field and some of its problems as it stands today without some knowledge of its origins and development. The field is characterised by major eras marked by distinctive thinking and/or publications. Informed by a doctoral study, which focussed on Masters coursework programmes in Educational leadership and Management (ELM) at six South African universities, this paper provides a genealogy of the field using ‘frames’ (functionalist, subjectivist and critical) as suggested by Foster (1986) and argues for the need to work from a critical premise. A key finding from this study indicates that some Master’s programmes driven by functionalist thinking have fallen prey to a reliance on utilitarian/practical knowledge which mostly draws on experience, thereby preparing students to fulfil educational leadership and management practitioner roles, contrary to the purposes of a level 9 qualification. Against this backdrop, this paper argues that a critical frame and the research approaches within this frame are appropriate at a Master’s level as it leads to questioning, which is the first step in the change process. Adopting a critical frame most likely will lead to field members being future-oriented by transforming their practices and addressing inequality and social justice issues.


Dr Ritesh Ajoodha

A Bayesian Approach to predicting the successful completion of a student’s science degree using their first year marks.

Acceptance into a university programme is often a life changing experience for most matriculants in South Africa, being a promise of higher income leading to a better quality of life. Sadly, most students who are accepted into university programmes fail to complete their degree due to underperformance or academic ability in their field of suspected interest. These students often accumulate debt and waste many years struggling to qualify. In this research project we will attempt to calculate the probability of a student to succeed in a science degree given their first year academic marks. The adopted approach uses the Bayesian paradigm which models the likelihood of the student’s success as an optimization problem over independence assumptions between grades and subject matter with respect to the data. This is represented as a Bayesian network. The results from this study can be used for intervene in a student’s experience in order to improve the posterior probability of the student’s success.

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Dr Nishana Parsard

Criteria for top performing service brands in the Public Secondary School Sector

This study focused on identifying criteria for top performing service brands in the Public Secondary School Sector. While it is significant that the White Paper on Transforming Public Service Delivery (1997) fore-grounded ‘transforming service delivery’ as the key transformation priority, of the eight identified transformation priorities, it did not elaborate on what effective service delivery entailed or how to achieve it.

Focus group interviews were conducted with three groups – School Management Team (SMT), School Governing Body (SGB) and learners - in four top performing schools in the Johannesburg Central District. The findings were useful in deriving criteria for top performing school service brands. Firstly, it was evident from the responses that the basics of learning, teaching and support had to be in place. Teacher and learner commitment, leadership, discipline, and effective forms of communication were attributed to all four school brands as key drivers of their high performance. Secondly, responses reflected how effective and interactive relationships among learners, teachers and parents, as well as, community support of the school, strengthened the implementation of the schools’ operational activities. Thirdly, strong and tested service routines were emphasised by respondents as contributing to the school’s success, specifically providing feedback on learner performance, establishing performance benchmarks, implementing their own and supporting other intervention programmes for learners and rewarding learner performance. It was indicated how the holistic development of the learner was strived for at each of the four schools. Finally, challenges the school faced, that hindered service delivery, were identified by the respondents.


Prof. Herman van Vuuren

The professional development and qualification of school leaders: the need to think and act differently

Research has clearly highlighted the importance of quality school leadership in relation to the teaching and learning outcomes in a school. The Department of Basic Education led an ambitious and historical initiative from 2008 to 2015 to introduce for the first time a professional school leadership qualification, which was tailor-made for school principals and members of school management teams. The Advanced Certificate in Education (ACE) with specialization in School Leadership was identified as the qualification for this purpose. However, this qualification was discontinued and is currently being phased out. The Advanced Diploma at NQF level 7, is earmarked as the new Continuous Professional Development (CPD) qualification to address the need for the professionalization of school leadership in South Africa. The experience in the ACE programme and commissioned research results necessitate authorities and programme developers to think and act differently to avoid the challenges and pitfalls of the initial effort. Deep reflection and an open mind are required to think and act innovatively to ensure a context-specific school leadership qualification in South Africa. Reflection and recommendations in this paper is made on extensive experience in the development and presentation of the former ACE and reporting from international and national literature.


Mr. Linda Ntuli

An Electrical Engineer turned Management Consultant and Motivational speaker, Team-builder, Trainer, Facilitator, Author, Life Coach with excellent personal, organizational and client relationship management capability.

He spent over 12 years at Transnet, Eskom, Microelettrica and Afrox in the electrical engineering, project management, sales and key account management environment with subsequent coaching and mentoring before starting Rise Up and Do It Business Enterprise which is accredited by the Services Seta.

Linda has great passion to develop people from all walks of life in corporates, government departments, youth groups, organizations, schools and institutions of higher learning. This enables him to partner with clients in providing effective solutions and outstanding project execution.

Some of his achievements on TV and Radio, include his remarkable contribution to various radio shows on Metro FM, SAFM, Ukhozi FM, Power FM, Radio 2000, Kasie FM, Jozi FM, Umhlobo Wenene and Ikwekwezi FM, as well as regular appearances on SABC, E-TV, Top TV, Tshwane TV and Soweto TV.

His major clientele includes Free State Education Department, BP, SARS, Vodacom, DeBeers, Engen, Mkhondo Municipality, Aberdare, Unilever, City Power, Transnet, KDT, ABSA, AVENG Group, Nedbank, ECSA, PSIRA, COGTA, Dimension Data, Swiss Re, RAF, MQA, SADPMR, Greater Letaba Municipality, Steve Tshwete Municipality, Fezile Dabi Municipality, Ethekwini Municipality, IEC, KwaDukuza Municipality, Intel, Newcastle Municipality, FAPSA, City of Joburg, Uthukela Municipality, PSIRA, GAS, Department Education, KPMG, Ekurhuleni Metropolitan Municipality, UMgungundlovu TVET, Waterberg TVET, UJ, TUT, NWU, SAB, Gauteng Local Government and Housing, Mpumalanga Department of Education, Mpumalanga Department of Health, Limpopo Department of Arts and Culture, Department of Health, SEDA, Emerald Foundation SMME annual conference just to mention a few.

In his thought provoking and entertaining presentations, Linda helps people to: master change, rebound from failure, set goals, take responsibility, think positively, pursue excellence, come out of their comfort zones and above all make a difference.

He has authored three books: Your destiny is calling, Make it Happen ; From sacrifice to greatness ; You are wired to win and Taking Total Ownership of your money. He has produced three motivational DVDs that are available at music stores countrywide.