Nonduduzo Maphumulo’s Educational Journey of Purpose and Impact

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For Ms Nonduduzo Nkosisthandile Maphumulo, education has always been more than a career path. It is her calling, rooted in resilience, family sacrifice and a deep desire to uplift others. Her master’s dissertation, titled: ‘The Influence of Mentor Support on the Professional Growth of Secondary School Novice Teachers: A Teacher’s Self-Study’, was supervised by Dr Ntokozo Mkhize-Mthembu.

Born and raised in Bhamshela, in northern KwaZulu-Natal, Maphumulo’s journey began in a rural schooling system marked by limited resources but solid teacher dedication. “Despite the challenges, our teachers went beyond their duties to ensure we succeeded,” she reflects.

Today, as a Physical Science teacher in a rural secondary school, she finds herself paying that support forward by helping her learners understand complex scientific concepts and assisting them with university applications using her personal devices.

Initially pursuing a Bachelor of Science in Biochemistry and Genetics at the University of KwaZulu-Natal (UKZN), Maphumulo soon realised the financial demands of continuing along this academic pathway. With her mother as the sole breadwinner supporting six children, she made a decisive shift to teaching. Inspired by her mother, an educator who “would rather go to bed hungry to ensure we were educated,” Maphumulo completed her Postgraduate Certificate in Education and entered the classroom.

However, the transition was far from easy. She describes it as “overwhelming and emotionally intense,” marked by self-doubt and isolation. Appointed during a critical academic period with minimal mentoring, she experienced what many novice teachers face: the ‘reality shock’. These early challenges would later shape her academic focus.

Determined to grow, Maphumulo completed her Honours degree in Teacher Development Studies and went on to pursue a Master of Education, examining the role of mentor support in shaping novice teachers’ professional growth. 

As she graduates this season, Maphumulo sees her achievements as symbolic of something far greater.

“It represents transformation, legacy, and purpose,” she says. “It’s about redefining what is possible for my family and my community.”

She hopes her research, a self-study on the influence of mentor support on the professional growth of new secondary school teachers, will help transform the experiences of novice teachers. Her research highlights mentoring as a vital “legacy of wisdom” that can ease the transition into teaching.

She said it was initially difficult and often uncomfortable to focus on herself as a researcher and teacher, but later it became empowering. “The experience changed my perspective, increasing my self-awareness, introspection, and intentionality in both my research and teaching,” Maphumulo said. 

UKZN feels like a home for Maphumulo and has been both academically and personally transformative. She is also deeply appreciative of the continuous support from her supervisor, which helped guide her through the research process. “Personally, it exposed me to diverse perspectives and broadened my worldview. I developed resilience, independence and confidence through navigating university life,” she added. 

Balancing her roles as a teacher, researcher, wife, and mother of two, she remains grounded in her mission to make education accessible and meaningful, particularly in under-resourced communities. 

With the future looking even busier and brighter as she starts her PhD journey, her message to young women from rural areas is simple yet powerful: “Believe in your potential. Your circumstances do not define your future. Your story matters, and it can inspire change,” she said.

Words: Lorna Charles-Wright

Photograph: Sethu Dlamini