The research examines the management of performance appraisal at institutions of higher learning: a case of the University of South Africa (Unisa). Focus is placed on the Unisa, specifically the two administrative departments, DSAR and PGAD in the centre of providing a service to the most important client, the student. The Integrated Performance Management System (IPMS) Policy is a tailor-made system that provides a systematic process for managing the cycle of events associated with ensuring that individual employees achieve their agreed performance outcomes and the university reaches its strategic goals. To enhance and contribute to the effective management of performance, at Unisa, it is necessary to research the performance appraisal system, a process in place to measure the performance of employees, using a performance rating or score to indicate the level of performance. Performance measurement is utilised by organisations to identify the strengths and developmental areas of employee and relations between the employee and the manager a need to facilitate successful operations. Provide feedback to the employees and management respectively, show flaws identified, suggested improvements to the system. To ensure achievement of performance targets and meet the set objectives of the institution, to the benefit of all stakeholders, i.e. the employer, employee and student alike. / Patlisiso e lekola botsamaisi jwa tshekatsheko ya tiragatso kwa ditheong tsa thuto e kgolwane: kgetsi ya Yunibesithi ya Aforikaborwa (Unisa). E totile mafapha a le mabedi a tsamaiso, DSAR le PGAD, a iphitlhelang a le mo bogareng jwa go tlamela tirelo go modirelwa yo o botlhokwa go gaisa, moithuti. Pholisi ya IPMS ke thulaganyo e e diretsweng lebaka le le rileng e e tlamelang ka tirego e e rulaganeng ya go tsamaisa sediko sa ditiragalo tse di amanang le go netefatsa gore badiri ba ba farologaneng ba fitlhelela dipoelo tse go dumelanweng ka tsona tsa tiragatso ya bona, mme yunibesithi e fitlhelela maikaelelo a yona a togamaano. Ka jalo, go tokafatsa le go tshwaela mo bokgoning jwa Unisa, go ne go le botlhokwa go batlisisa thulaganyo ya yona ya tshekatsheko ya tiragatso, gonne go tlhokega thulaganyo e e fetotsweng ya tshekatsheko ya tiragatso go tsweletsa tiragatso e e nonofileng le botsamaisi jo bo bokgoni. Tekanyetso ya tiragatso e dirisiwa ke ditheo jaaka sediriswa se ka sona go ka sekasekwang dikarolo tsa maatla le tse di tlhokang kgodiso tsa badiri, mme go maatlafadiwe kamano magareng ga modiri le motsamaisi. Dipholo tsa patlisiso eno di tlaa dirisediwa go tlamela badiri le botsamaisi ka pego le go bontsha moo go tlhokegang tokafatso ya thulaganyo e e dirisiwang mo tirong le mabaka a seo. Maikemisetso magolo a tshekatsheko ya tiragatso ke go netefatsa gore go fitlhelelwa diphitlhelelo tse di beilweng tsa tiragatso le maitlhomo a setheo, go ungwela baamegi, e leng, mothapi, modiri le baithuti ka go tshwana. / Public Administration and Management / M. Admin. (Public Administration)

Abstract in English, Zulu and Sepedi / The purpose of this study was to determine the impact of capital structure on the profitability of the Land and Agricultural Development Bank of South Africa (Land Bank). Both theoretical and empirical literature were reviewed in order to guide the empirical investigation of this study. In particular, the theories of financial intermediation, credit creation and fractional reserve formed the basis of this study. The capital structure theories that were examined included the pecking order theory, trade-off theory and Modigliani-Miller leverage irrelevance theory. In the literature, it was observed that profitable companies prefer using internal funds over debt or equity. To test the stated hypothesis that there is no relationship between capital structure and bank profitability, a quantitative research design with a case study approach was used, with the Land Bank as the unit of analysis. Using time series data for the period 1982 to 2015, multiple regression using the ordinary least squares method was applied to test the specified models. Preliminary data analysis was performed using trend analysis, descriptive statistics and Pearson bivariate correlation analysis. The study demonstrated that the relationship between capital structure and bank profitability was positive and statistically significant at a 95% confidence level when using only equity. However, inclusion of debt in the capital structure showed that capital structure, proxied by the debt-to-equity ratio, resulted in a negative relationship between capital structure and bank profitability, albeit statistically insignificant. It was concluded that the Land Bank requires an injection of equity to improve its performance. Alternative low-cost sources of funding to debt should be considered. The results of the study have policy implications for the Land Bank, regulators and potential investors. / Injongo yalolu cwaningo kwabe kuwukucubungula nokuthola umthelela wesimozimali sebhizinisi ekungeneni kwenzuzo eBhange Lokuthuthukiswa Komhlaba Nezolimo laseNingizimu Afrika (iBhange Lomhlaba). Kokubili, imibhalo yethiyori kanye nemibhalo esuselwe emaqinisweni abonakalayo naphathekayo, yabuyekezwa ukuze ihole futhi ilawule uphenyo olugxile emaqinisweni abonakalayo naphathekayo oluqondene nalolu cwaningo. Amathiyori ayisisekelo salolu cwaningo, ikakhulukazi, kwaba yi-financial intermediation, credit creation kanye ne-fractional reserve. Lawo mathiyori esimozimali sebhizinisi acutshungulwa abandakanya i-pecking order theory, trade-off theory kanye ne-Modigliani-Miller leverage irrelevance theory. Emibhalweni eyacutshungulwa, kwabonakala ukuthi izinkampani ezinenzuzo zincamela ukusebenzisa izimali zangaphakathi kunokusebenzisa isikweletu noma izabelokulingana (equity). Ngenhloso yokuhlola ihayiphothesisi ethuliwe yokuthi abukho ubudlelwano phakathi kwesimozimali sebhizinisi kanye nokungena kwenzuzo ebhange, kwasetshenziswa idizayini yocwaningo olukhwantithethivu ehambisana nendlela yokusebenzisa ucwaningo lwesigameko egxile ekuhlaziyweni kweBhange Lomhlaba. Ngokusebenzisa i-time series data yesikhathi esisukela kowe-1982 kuyofinyelela kowezi-2015, kwalandelwa i-multiple regression ngokusebenzisa i-ordinary least squares method ukuhlola amamodeli achaziwe. Uhlaziyo lwedatha olwandulelayo lwenziwa ngokusebenzisa uhlaziyo lwezimonkambiso (trend analysis), izibalomanani ezichazayo (descriptive statistics) kanye ne-Pearson bivariate correlation analysis. Ucwaningo lwabonisa ukuthi bukhona ubudlelwano obuphawulekayo phakathi kwesimozimali sebhizinisi kanye nokungena kwenzuzo ebhange futhi idatha yabonisa ukuthembakala okusezingeni elingama-95% uma kusetshenziswa izabelokulingana kuphela. Kodwa-ke ukufakwa kwesikweletu kwisimozimali sebhizinisi kwabonisa ukuthi isimozimali sebhizinisi, ngokusekelwa yizinga-silinganiso phakathi kwesikweletu nezabelokulinganisa, kwaholela ekutheni bungabi khona ubudlelwano obuphawulekayo phakathi kwesimozimali sebhizinisi kanye nokungena kwenzuzo ebhange, nakuba idatha mayelana nalokhu yabonisa ukungathembakali okuthile. Kwafinyelelwa esiphethweni sokuthi iBhange Lomhlaba lidinga ukuthi kufakwe izabelokulingana ngenhloso yokwenza ngcono ukusebenza kwalo. Kumele kwenziwe imizamo yokuthola eminye imithombo yezimali ehlukile futhi engambi eqolo. Imiphumela yocwaningo inemithelela ethile ephathelene nezinqubomgomo eqondene neBhange Lomhlaba, abalawuli kanye nalabo okungenzeka babe nesifiso sokutshala izimali. / Morero wa thutelo ye e be e le go laetša khuetšo ya matlotlo a kgwebo go bokgoni bja go hwetša dipoelo bja Panka ya Tlhabollo ya Naga le tša Temo ya Afrika Borwa (Land Bank). Dingwalo tša ditlhalošo tša diteori le tšeo dithutelo tša peleng di di hweditšeng di sekasekilwe go fa tlhahlo go dipoelo tša dinyakišišo tšeo di dirilwego peleng tša thutelo ye. Gabotsebotse, diteori tša mokgwa wa dipanka wa go tšea tšhelete ye e bolokilwego tša e adimiša, mokgwa wa dipanka wa go hlola dikadimo ka bontši le tsheketšo ya palophatlo ya tšhelete di bopile motheo wa thutelo ye. Diteori tša matlotlo a kgwebo tšeo di lekotšwego di akareditše teori ya mokgwa wa go kgetha methopo ya kadimo ya ditšhelete, teori ya go lekanyetša ditheko le ditefelokholego le teori ya Modigliani-Miller ya go re mokgwa wa go diriša tšhelete ye e adimilwego go bona dipoelo ga o ame boleng bja khamphani. Ka go dingwalo, go lemogilwe gore dikhamphani tše di ka hwetšago dipoelo di kgetha go diriša matlole a ka gare go ena le dikoloto goba bokaalo bjo bo šalago ka morago ga go ntšha dikoloto Go leka kakanyo ye e filwego ya gore ga go na tswalano gare ga matlotlo a kgwebo le bokgoni bja panka bja go hwetša dipoelo, tlhako ya nyakišišo ya go hwetša dikarabo go batho ka bontši ka mokgwatebelelo wa nyakišišo ye e dirilwego ka ga tiragalo e dirišitšwe, ka Land Bank bjalo ka yuniti ya tshekatsheko. Ka go diriša datha go ya ka tatelano ye e itšeng ya nako ya paka ya 1982 go iša go 2015, tlhahlobo ya tswalano gare ga mabaka a mabedi goba go feta ka go diriša mokgwa wa go fokotša palo ya disekwere e dirišitšwe go leka mehlala ye e šupilwego. Tshekatsheko ya datha ya mathomo e phethagaditšwe ka go diriša tshekatsheko ya taolelopele ya seo se tla diregago ka ditšhelete, mokgwa wa go sekaseka dipalopalo le tshekatsheko ya Pearson ya dipalo tše pedi go bona tswalano ya tšona. Thutelo e laeditše gore tswalano gare ga matlotlo a kgwebo le bokgoni bja panka go hwetša dipoelo go bile le ditlamorago tše botse le dipoelo tše di ka bago nnete ka kemo ya kgonthišo ya 95% ge go dirišwa fela bokaalo bjo bo šalago ka morago ga go ntšha dikoloto. Le ge go le bjalo, kakaretšo ya sekoloto ka go matlotlo a kgwebo go bontšhitše gore matlotlo a kgwebo, ao a laeditšwego ka tekanyo ya palomoka ya dikoloto go bokaalo bjo bo šalago ka morago ga go ntšha dikoloto, e hlotše tswalano ye e sa letelwago gare ga matlotlo a kgwebo le bokgoni bja panka go hwetša dipoelo, le ge e ka ba dipoelo tše di ka bago nnete. Go phethilwe ka go re Land Bank e nyaka koketšo ya bokaalo bjo bo šalago ka morago ga go ntšha dikoloto go kaonafatša tiro ye e swanetšwego go dirwa. Methopo ye mengwe ya tswala ya fase go dikoloto e swanetšwe go lebelelwa. Dipoelo tša thutelo di na le ditlamorago tša Molaotshepetšo wa Land Bank, balaodi le babeeletši ba ka moso. / Finance, Risk Management and Banking / M. Com. (Finance)

The study investigated the strategies used in teaching geometry in primary six as well as the perception of teachers on geometry vocabulary teaching, how geometry vocabularies were taught and, lastly, how the teaching of geometry vocabulary influenced primary six learners’ performance in geometry. The Van Hiele Theory of geometrical thinking and the Constructivist Theory of learning guided the study. The study conveniently sampled 250 primary 6 learners and 7 primary 6 mathematics teachers from three privately-owned primary schools in the Greater Accra Region of Ghana. It combined quantitative and qualitative approaches, using O1–X–O2 design. Data collection instruments were 5-point Likert type scale questionnaires (one for teachers, one for learners), a pre-test and post-test of basic geometry, and a semi-structured one-on-one audio-recorded interview of a selected number of learners and all seven teachers. An intervention was carried out in-between the pre-test and post-test, where the researcher taught geometry vocabulary to participants. Quantitative data were analysed using tables, charts, and simple tests while the qualitative analysis involved the transcription of interviews that were coded, categorised and themed. The study found that geometry vocabularies were not taught and that the most commonly used strategy for teaching geometry was the drawing of 2-D shapes and models of 3-D objects on the board. The pre-test and post-test scores were analysed using a paired t-test and the results indicated that the intervention had a positive effect. The qualitative and quantitative results confirmed that the teaching of geometry vocabulary improved learners’ performance in geometry. The study developed a prototype lesson plan for teaching 3-D objects, a geometry vocabulary activity sheet, a sample assessment for prisms and pyramids and recommends a curricular reform to inculcate the teaching of geometry vocabulary in the curriculum with a geometry vocabulary list for learners in each year group, as contribution to knowledge in mathematics education. The study recommends further research to investigate the effect of geometry vocabulary teaching on learners’ performance in geometry across all year groups in the primary school. / Dyondzo a yi lavisisa maendlelo lawa ya tirhisiwaka ku dyondzisa geometry ya tidyondzo ta le hansi ta ka ntsevu, mavonelo ya vadyondzisi eka madyondziselo ya marito ya geometry, tindlela leti tirhisiweke ku dyondzisa marito ya geometry xikan’we ni ndlela leyi madyondziselo ya marito ya geometry ya khumbheke matirhelo ya vadyondzi va tidyondzo ta le hansi ta ka ntsevu. Dyondzo ya ndzavisiso yi leteriwile hi ehleketelelo ra Van Heile ra maehleketelelo ra ndlela ya geometry ni ndlela yo dyondzisa leyi pfumelelaka vadyondzi ku vumba vutivi ku nga ri ntsena ku teka vutivi ku suka eka mudyondzisi. Dyondzo ya vulavisisi yi hlawurile vana va 250 va tidyondzo ta le hansi ta ka ntsevu na 7 wa vadyondzisi va tnhlayo ta tidyondzo ta le hansi ta ka ntsevu kusuka eka swikolo swinharhu swo ka swi nga ri swa mfumo e Greater Accra etikweni ra Ghana. Yi hlanganisile qualitative na quantiutative aapproach, yi tirhisa O1–X–O2 design. Switirhisiwa swo hlengeleta data a swi ri swivutiso hi muxaka wa 5-point scale(yin’we ya vadyondizi, yin’we ya vadyondzi), xikambelwana xo rhanga na xo hetelela xa geometry ya masungulo, xikan’we na nkandziyiso wa mburisano wa vanhu vambirhi eka nhlayo ya vadyondzi ni vadzyondzisi hinkwavo va nkombo. Ntirho wo nghenelerisa wu endliwile exikarhi ka xikambelwana xo rhanga ni xo hetelela laha mulavisisi a nga dyondzisa marito ya geometry eka vanhu lava ngheneleleke. Quantitative data yi hleriwile hi ku tirhisa matafula, ti charts ni swikambelwana swo olova kasi vuhleri bya qualitative byi nghenise kutsariwa ka miburisano leyi hundzuluxiweke yi nyika tinhlamuselo leti tumbeleke. Leti vekiweke hi ku ya hi mintlawa ni maendlelo ya tona. Dyondzo ya ndzavisiso yi kume leswaku marito ya geometry a ya dyondzisiwanga ni leswaku maendlelo yo toloveleka ya ku dyondzisa geomeyry i ya drawing ya xivumbeko xa 2-D ni mfanekiso wa nchumu wa 3-D eka bodo. Mbuyelo wa Xikambelwana xo sungula na xo hetelela wu hleriwile hi ku tirhisa t-test (xikambelwana xa T) lexi hlanganisiweke naswona mbuyelo wu komba leswaku maendlelo himkwawo ya vile ni xiave lexinene. Mbuyelo wa Qualitative na Quantitative wu tiyisisile leswaku ku dyondzisiwa ka marito ya geometry swi antswisa matirhelo ya vadyondzi eka dyondzo ya geometry. Dyondzo ya vulavisisi yi antswisile kumbe ku kurisa prototype lesson plan ya ku dyondzisa 3-D objects, sheet ya migingiriko ya marito ya geometry na ku bumabumela circular reform ku dyondzisa madyondziselo ya marito ya geometry eka kharikhulamu leyi ng na nxaxamelo wa marito ya geometry ya vadyondzi eka ntlawa wa lembe na lembe, ta ni hi mpfuneto wa vutivi eka dyondzo ya tinhlayo. Dyondzo ya vulavisisi yi bumabumela leswaku vulavisisi byi ya emahlweni ku lavisisa xiave xa madyondziselo ya marito ya geometry eka matirhelo ya vadzyondzi eka geometry eka malembe ni mintlawa hinkwayo exikolweni xa le hansi. / Thuto ye e nyakisisitse ditsela tseo di somiswago go ruteng ga geometry go mphato wa bo tshelela, temogo ya barutisi go ruteng tlotlontsu ya geometry, tsela yeo ditlotlontsu tsa geometry di rutilwego ka gona go akaretswa le, sa mafelelo, ka mokgwa wo thuto ya tlotlontsu ya geometry e tutueditsego mabokgoni a barutwana ba mphato wa bo tshelela go dithuto tsa geometry. Thuto ya van Hiele ya geometrical thinking le ya constructivist theory of learning di hlahlile thuto ye. Thuto ye e somisitse ga bonolo mohlala wa barutwana ba 250 ba mphato wa 6 le barutisi ba dipalo ba supa ba go ruta mphato wa 6 go tswa dikolong tsa tlase tse tharo tsa go ikema seleteng sa Greater Accra Region of Ghana. Thuto ye e kopantse mekgwa ya bontsi/dipalopalo (quantitative) le boleng (qualitative), go somiswa tlhamo ya O1-X-O2. Didiriswa tsa kgobaketso ya boitsebiso e bile 5-point Likert Type Scale Questionnaire (ye tee ya barutisi, ye tee ya barutwana), moleko wa pele le moleko wa morago wa geometry ya motheo, le poledisano yeo e gatisitswego ya tlhamego ya sewelo (semi-structured) ya barutwana bao ba kgethilwego ga mmogo le barutisi ka moka ba supa. Thekgo e ile ya phethagatswa/fiwa magareng ga moleko wa pele le moleko wa morago moo monyakisisi a rutilego tlotlontsu ya geometry go batseakarolo. Boitsebiso bja bontsi (quantitative data) bo sekasekilwe ka go somisa ditafola, ditshate, le teko e bonolo mola ditshekatsheko tsa boleng (qualitative analysis) di akareditse go ngwalolla dipoledisano tseo di thulagantswego, tsa hlophiwa le go beakanywa ka sehlogo. Thuto ye e itullotse gore ditlotlontsu tsa geometry ga se tsa rutwa ebile mekgwana yeo e somisitswego ya setlwaedi go ruta geometry ebile go thala dibopego tsa 2-D le mehlala ya didiriswa tsa 3-D letlapeng. Dintlha tsa moleko wa pele le moleko wa bobedi di sekasekilwe ka go somisa mokgwa wa go phera moleko wa t (t-test). Dipoelo di supeditse gore thekgo yeo e filwego e bile le khuetso ye botse. Dipoelo tsa bontsi le boleng di netefaditse gore go ruta tlotlontsu ya geometry go kaonafatsa mabokgoni a barutwana dithutong tsa geometry. Nyakisiso ye e tsweleditse lenaneothuto la go dira diteko go ruteng didiritswa tsa 3-D le papetlatshomelo ya tlotlontsu ya geometry gape le go kgothaletsa mpshafatso ya lenaneo-thuto go tsenyeletsa thuto ya tlotlontsu ya geometry ka gare ga lenaneo-thuto gammogo le lelokelelo la tlotlontsu ya geometry ya barutwana go dihlopha tsa mengwageng ka moka. Se e tla ba e le tlaleletso ya tsebo go thuto ya dipalo. Thuto ye e kgothaletsa dinyakisiso tsa go ya pele go nyakolla mafelelo a go ruta tlotlontsu ya geometry go tiro ya, goba dipoelo tsa, barutwana go thuto ya geometry go dihlopha tsa mengwaga ka moka tsa sekolo sa tlase. / Mathematics Education / Ph. D. (Mathematics Education)