The Importance of Continuous Leadership Development
Effective leadership is not a destination but an ongoing journey of learning, reflection, and growth. In an increasingly complex educational environment, school leaders and educators must continually develop their knowledge, skills, and leadership practices to respond to evolving challenges and opportunities.
As South African schools navigate challenges around teacher motivation, well-being, retention and leadership succession, continuous leadership development is becoming increasingly important. It is about equipping educators and school leaders to respond to change, inspire others and build schools that can thrive for generations to come.
The Leadership Conference 2026 held in partnership with the University of Johannesburg will over two days bring together principals, teachers and education stakeholders for a conversation and knowledge sharing on how continuous leadership development can help support teachers, strengthen school culture, and prepare the next generation of educational leaders.
Day 1: Developing the Next Generation of School Leaders
Exploring how schools can identify leadership potential, create pathways for future leaders, and foster a culture where leadership is everyone’s responsibility.
Day 2: Keeping the Heart in Teaching
Focusing on teacher well-being, professional growth and purpose, and the role of leadership in creating supportive environments where educators can remain motivated and connected to their work.
Join us as we explore what it means to keep developing the leaders who shape our schools, support our teachers and influence the future of education in South Africa.
Day1
Dr Motsekiso Letuma
Dr Motsekiso Calvin Letuma is a Senior Lecturer in the Department of Educational Leadership and Management, Faculty of Education, at the University of Johannesburg. His work focuses on school leadership, teacher development, classroom and behaviour management, and digital citizenship.
He leads research on strengthening school leadership to address emerging challenges, including digital indiscipline and responsible digital citizenship, and on how schools can build teachers’ leadership capacity and sustain cultures of continuous professional learning. Through his research, postgraduate supervision, and professional development work, he advocates leadership development that begins before formal appointment — creating opportunities for teachers to exercise professional agency, lead improvement efforts, collaborate, and build the capabilities to become the next generation of school leaders.
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Ms Nakedi Chaba is an accomplished educational leader, speaker, and Principal of Mogale wa Bagale Technical High School in the Sekhukhune East District. A firm believer in lifelong learning, she holds a Master’s degree from Regenesys Business School, a BEd Honours from the University of Pretoria, and a BTech from Pretoria Technikon.
Over a career spanning more than 30 years, she has served in teaching and leadership roles at several South African schools, including Rotole Primary, Nakgwadi Secondary, Mokone a Mabula Secondary, Kweledi High, Mashishing High, and Maremisha High. Her leadership at Mogale wa Bagale stands out as a school turnaround success story: through a focus on accountability, professional growth, and continuous improvement, she helped raise the pass rate from 30% to over 97%. Passionate about developing future leaders, she continues to empower learners to excel beyond the classroom, with many former learners going on to succeed at institutions such as the University of Johannesburg.
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Dr Athena Clayton is a lecturer in the Department of Educational Psychology at the University of Johannesburg and an Educational Psychologist registered with the Health Professions Council of South Africa (HPCSA). Her expertise spans psychological assessment, psychometrics, and neurodiversity, informed by earlier work as a school-based Educational Psychologist.
She recently completed her PhD on the updated psychometric properties of the SSAIS-R. She serves as Programme Coordinator for the BEd Honours in Educational Psychology and as a clinical and research supervisor in the MEd Educational Psychology programme. Having presented at national and international conferences, she remains passionate about advancing educational psychology through teaching, research, and practice.
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Day 2
Dr Heleen Hofmeyr
Dr Heleen Hofmeyr is a Senior Researcher at RESEP, a research unit within the Economics Department at Stellenbosch University, where her work examines the factors that enable learners and teachers to succeed in challenging circumstances.
She is the Principal Investigator of the Roots and Shoots longitudinal study, the first South African study to follow children from the start of formal schooling through the Foundation Phase. She has also led a national study on teacher well-being, working conditions, and professional development, providing evidence to inform policies aimed at improving teacher support and retention.
Across her research, Dr Hofmeyr highlights the critical role that social and emotional factors play in shaping educational outcomes for both learners and teachers, working to strengthen understanding of how schools can create environments that support learning, well-being, and long-term success.
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Mr John Manzini is the Principal (PL4) of Batau Secondary School in the Ga Mashamothane Zone 5 and resides in Driekop. He holds a Higher Diploma in Education (HDE) from the University of Limpopo, an Advanced Certificate in Education (ACE) in Management and an Honours Degree in Management, both from the University of Pretoria, and an Instructional Leadership Certificate from UNISA.
With extensive experience in classroom teaching and education management, Mr Manzini has served in a variety of teaching and leadership roles throughout his career. These experiences have shaped his passion for supporting teacher well-being, promoting professional growth, and strengthening teacher retention in schools. Mr Manzini believes that supported and empowered teachers are central to the delivery of quality education. His leadership approach is grounded in teamwork, servant leadership, and a commitment to fostering a positive school climate where both educators and learners can thrive.
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Annelize Morgan is an IB educator and lifelong learner with experience across the Primary Years Programme (PYP) and Middle Years Programme (MYP). She holds a Bachelor of Education (Cum Laude) from the University of Pretoria, an Honours Degree in Teacher Education and Professional Development, and is currently completing a Master of Education in Education and Work.Her career includes teaching and leadership roles at Uplands College, Pinnacle College, and Crawford International School, where she served as Grade Leader, Subject Leader, Respect, Diversity and Inclusion Representative, and IB PYPC+1. She has developed particular interests in inquiry-based learning, digital literacy, innovation, and inclusive education.Annelize currently serves as an MYP Language and Literature Teacher and Service as Action Coordinator at an international IB school, combining classroom teaching with student leadership, community engagement, and service learning. Her interests focus on education, leadership, skills development, and preparing learners for a changing world. Recognised for her diligence, adaptability, and forward-thinking approach, she is passionate about creating meaningful learning experiences and fostering growth in both learners and educators.
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