Level of Education. Local authorities have employees with different levels of education. Employees with adequate education possess the right ability that empowers them to perform tasks. For performance contracting to succeed local authorities should attract and retain employees with the right education. Education equips citizens with understanding and knowledge that enable them make informed choices about their lives and problems facing Kenyan society (Government of Republic of Kenya, 2007). Damanpour and Xxxxxxxxx (2006) argued that education inspires receptivity to new ideas which play an important role in both detecting the need for innovation and creating a favorable environment for its implementation. Employees with different levels of education are motivated differently. This study sought to establish the relationship between levels of education and motivation that is a factor in the use of performance contracting in local authorities.
Level of Education. The level of education in business is very important. The knowledge that the participant has can help in planning for their business. In pigeonpea marketing the level of education differs for most of respondents in both markets, from primary school i.e. 0-7 years, secondary school 8 – 13 years and college education 14 years and above. 80 % of the participants who are owner managers of the pigeonpea in Babati have no more than primary education and 40% based in Babati town and no participants in the third market (Arusha) and fourth market (Dar es Salaam) found to have only primary school education. In the third market (Arusha) and fourth market (Dar es Salaam), all participant falls in the college level (see the table 6.2). This shows that most of participants in the downstream of the value chain have high level of education than participants in the upstream of the value chain. This increases their ability in planning for their business. Table 6.2 Level of Education in Pigeonpea Marketing Market Chain First Market (Babati rural) Second Market (Babati town) Third Market (Arusha) Fourth Market (Dar es Salaam) Education in Years 0-7 80 40 - - 8-11 12 40 - - 12-13 8 - - - >14 - 20 100 100 Total (%) 100 100 100 100
Level of Education. One of the goals assumed by the school is the teaching of the standard described in the grammatical compendiums and worked as if they were the only correct one in most textbooks. This teaching might be linked to the linguistic usage by the speaker, who is encouraged during his schooling to replace the usage of stigmatized variants, such as the usage of the variant of the nominal agreement, which presents the plural mark in only an element, such as in As menina xxxxxx, with the standard considered “correct”, of greater social prestige, that requires the flexional adaptation of the determinant terms to the determined terms, as in As meninas bonitas. In order to verify the correlation between years of exposure to school and linguistic usage, some surveys on nominal agreement in BP have adopted the level of education factor in their analyzes, including those developed by Xxxxxxx (2011), Xxxxxxxx (2012) and Xxxxx (2014). These surveys found that the higher the level of education, the more the speaker tends to present the plural mark in the NS in their speech. When considering these results, the hypothesis is raised that in Maceió speakers with a higher education level use the plurality marking in NS more often than those with low education. The following table shows the results for this extra-linguistic factor. Table 2 – Effect of the level of education variable in the presence of a plural mark in NS elements Factors Frequency % P. R. Low education 491/792 62 0,20 Basic education 543/741 73 0,44 Secondary education 686/922 74 0,46 Higher education 876/977 90 0,80 Source: The authors. As can be seen from these data, there is a directly proportional relationship between the level of education and the usage of plural mark in NS, because with the increase in the level of education, the agreement usage increases, which points out, according with Xxxxx (2008), to the stable variation of the linguistic phenomenon . It can also be observed, with the relative weights, that low, basic and secondary education are not positively related to the usage of the plural morpheme in NS, with the former presenting a value far below the neutral point, while basic and secondary education behave similarly and have values close to 0.50. Higher education, in turn, presents itself as favoring the plural marking with a relative weight of 0.80, which is why there is a sharp opposition between low education and higher education. Thus, the hypothesis that in Maceió speakers with a higher lev...
