Degrees Held
- Junior Primary Teachers Diploma, Mpumalanga College of Education, 1991
- Higher Education Diploma (Junior Primary Studies), Natal College of Education, 1997
- Advanced Certificate in Education, University of KwaZulu-Natal, 2008
- Bachelor of Education (Honours- Teacher Development Studies), University of KwaZulu-Natal, 2010
- Master of Education (Teacher Development Studies), University of KwaZulu-Natal, 2013
- Doctor of Philosophy (Teacher Development Studies), University of KwaZulu-Natal, 2018
Research interests
- Early language and literacy (Home Language and First Additional Language)
- Inclusive education for children who experience barriers to learning due to language acquisition and development challenges
- Multigrade teaching pedagogies
Teaching interests
- Early language and literacy (Home Language and First Additional Language)
- Life Skills
Publications
Journal Articles
Chapters in Book
Journal Articles
- Pewa, N.P. & Mzimela, J. (2024). ‘Early childhood development educators’ perceptions of learners’ readiness for Grade R’, South African Journal of Childhood Education 14(1), a1234. https://doi.org/10.4102/ sajce. v14i1.1234
- Mzimela, J. (2023). Inclusion of young children with autism spectrum disorder during the COVID-19 lockdowns. South African Journal of Education, 43(1), 1-11 https://doi.org/10.15700/saje.v43ns1a2379
- Mzimela, J. (2022) ‘Contextual variations and pedagogy in the teaching of first additional languages in Grade 1: A multicase study’ South African Journal of Childhood Education 12(1), 1-8. https://doi.org/10.4102/
- Kao, M. A., & Mzimela, P. J. (2019) ‘They are visually impaired, not blind… teach them!’: Grade R in-service teachers’ knowledge of teaching pre-reading skills to visually impaired learners. South African Journal of Childhood Education, 9(1), 1-11. https://doi.org/10.4102/sajce.v9i1.651
- Mzimela, J. (2016) ‘Exploring the role of teaching using folklore in developing grade R learners’ mother tongue’. Studies of Tribes and Tribals, 14(2), 129-137. https://doi.org/10.1080/0972639X.2016.11886740
- Ramrathan, L. & Mzimela, J. (2016) ‘Teaching reading in a multi-grade class: Teachers’ adaptive skills and teacher agency in teaching across grade R and grade 1‘, South African Journal of Childhood Education 6(2), a448. http:// dx.doi.org/10.4102/sajce. v6i2.448
Chapters in Book
- Mzimela, J., Zama, Z., & Tebekana, J. (2023). Early Childhood Development Centre Managers’ Provision of Comprehensive Quality Programmes: Policy Implementation. In M. Modise, E. Fonsén, J. Heikka, N. Phatudi, M. Bøe, & T. Phala (Eds.), Global Perspectives on Leadership in Early Childhood Education (pp. 233–250). Helsinki University Press. https://doi.org/10.33134/HUP-20-14
- Mzimela, J., Daries, G. & Arasomwan, D. (2024). Conversational language in the early years. In C. Okeke, H. Ebrahim, M. Mncanca & Mariette Koen (Eds), Early Childhood Professional Development: An African Perspective. Juta
- Mzimela, J. (2026). Culturally and linguistically inclusive foundation phase classrooms: Practical strategies for promoting educational equity and fairness. In J.S. Rubbi Nunan, Curriculum in the Global Culture: Globalisation and Education Reform for Social Justice: South Africa, International Handbook of Globalisation, Education and Policy Research, Springer
Community Involvement
Mickey and Minnie Early Childhood Development Centre, located in a semi-urban context in Adams Mission (2022)
Project Title: Fostering partnership with early childhood care and education (ECCE) teachers
The partnership involves upskilling the ECCE teachers’ pedagogical content knowledge of teaching young children from birth to four years. We also revisit prominent policies, e.g., the National Curriculum Framework (DBE, 2015), the National Integrated Early Childhood Education Policy (DSD, 2015), and related policies, to enhance their professional development.
Teaching Expertise
- Senior Lecturer: University of KwaZulu-Natal, School of Education, 2025 to date.
- Lecturer: University of KwaZulu-Natal, School of Education, 2012-2025.
- Teacher: Foundation Phase Head of Department, Mayelesweni Primary School, 2007- 2011.
- Post Level 1 FP Teacher: Mayelesweni Primary School, 2003 – 2007.
- Post Level 1 FP Teacher: Novimba Primary School, 2000 – 2002.
- Post Level 1 FP Teacher: Ntendeni Primary School,1992 – 2000.
Student Supervision
Honours
Masters
Phd
Honours
- Amina Farouk Ahmad – 2150880795 (2016), An exploration of learners’ psychosocial challenges.
- Anamika Maharajh – 207526188 (2016), An exploration of learners’ psychosocial challenges.
- Jayshree Rampersad – 210517610 (2016), An exploration of learners’ psychosocial challenges.
- Robyn Kimberely Nazeera Sullivan – 218059152 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Silindile Sinethemba Ndlela – 205511473 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Henna Moosa – 215031088 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Sphelele Kuzolunga Dlomo -215070605 (2019), Collaborated Understanding of Context-Specific Psychosocial challenges facing South African Schools learners in the 21st Century: A Visual Participatory Approach.
- Thembelihle Ntombela – 216035485 (2020), An exploration of gender-based violence on foundation phase learners’ wellbeing in rural areas.
- Asanda Louchar Majali – 215071702 (2020), Exploring the impact of gender-based violence on learners’ well-being and scholastic performance in the Foundation Phase.
- Natlee Naicker – 213537567 (2020), Exploring the influence of gender-based violence on a teacher’s capabilities and professionalism in the intermediate and senior phase classroom.
- Alecia Gilmore – 220057472 (2021), A Comparative Analysis of the Impact of Distance versus Face-to-Face Learning on Primary School Teachers and Learners during Covid-19.
- Jabulisiwe Cele – 210523226 (2021), The impact of Covid-19 on teachers and learners in the Foundation Phase.
- Sthabile Madela – 217004378 (2021) Intermediate Phase teachers’ experiences of online teaching and learning amid Covid-19.
- Thabang Moereng – 218049066 (2022), Grade 10 learners’ challenges of online learning during COVID- 19 in rural schools: Teachers’ experiences.
- Nokwanele Charlotte Sabelo 219012604(2023) – High school learners’ experiences of ancestral calling conduct by their peers
- Krisantha Moodley 219016490(2023) – Secondary school teachers’ perspectives on learners’ anti-social behavioural patterns
- Adelle Naidoo 216047621(2023)- The effects of COVID-19 on learners’ learning performance: A case of South African secondary schools.
- Mbuso Msomi 205523164(2023) – The impact of COVID-19 on learners’ academic performance and achievement in primary schools in KwaZulu-Natal.
- Thabang Moereng 218049066(2023) – Grade 10 learners’ challenges of online learning during COVID-19 in rural schools: Teachers’ experiences.
- Pearl Phumelele Shezi 219018130(2024) – Teachers’ experiences of physical violence from Further Education and Training phase learners.
- Nokwanele Charlotte Sabelo 219012604(2024) – High school learners’ experiences of ancestral calling conduct by their peers
- Krisantha Moodley 219016490(2024) – Secondary school teachers’ perspectives on learners’ anti-social behavioural patterns
- Zanele Khambule 224025937(2025): Intermediate and Senior Phase educators’ knowledge of identification and referral of learners with autism spectrum disorder symptoms
- Nokukhanya Princess Mazibuko 224090596(2025): The Significance of Emotional Intelligence in developing psychological skills among senior phase learners in township schools
- Andrea de Lange 224088625 (2026): Foundation Phase educators’ role in supporting learners’ emotional needs in Ethusini Circuit school
- Nomthandazo Zamanguni Faith Gumede 225061172 (2026): Intermediate Phase Learners’ Experiences of Bullying as a Psychosocial Challenge in an Umlazi District School: Educators’ Perspectives
Masters
- Matiekase Angelina Kao – 213573637 (2015), Exploring In-service Teachers’ Knowledge of Teaching Literacy Using Braille to Grade R Visually Impaired Learners.
- Sipho Cyril Mkhize – 215082444 (2018), Exploring Male Teachers’ Experiences of Teaching in the Foundation Phase of Schooling.
- Zodwa Eunice Mvuyana – 215082471(2021), Pre-service teachers’ understandings of teaching measurement as Mathematics component in Foundation Phase.
- Sarah Samukelisiwe Radebe – 221000079(2023)-Inclusion of learners with autism spectrum disorder in pre-reading skills development: Grade R teachers’ experiences.
- Lungile Smanga Ndabayakhe – 220112339 (2024) – Exploring the teaching of isiZulu first additional language to first-time exposure learners in the Intermediate Phase.
- Alecia Gilmore – 220057472(2024)- Exploring Intermediate Phase Learners’ Psycho-social challenges of engaging in Blended Learning during Covid-19 Lockdowns
- Fazila Hoosen – 203516718 (2024)-Orphaned Learners’ Psychoeducational Challenges: Foundation Phase Educators’ Experiences
- Fhatani Tshivhase – 221065175 (2026)- Mental Health in Top-Performing Secondary Schools at Ngaka Modiri Molema District: Grade 12 Teachers’ Experiences
Phd
- Ngami Isabella Phumzile Pewa (2022), Physical wellbeing of four-year-old learners and their readiness for Grade R.