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PRINCIPAL (2) answer(s).
 
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ID:   080890


Agents or trustees? international courts in their political con / Alter, Karen J   Journal Article
Alter, Karen J Journal Article
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Publication 2008.
Summary/Abstract In International Relations applications, theorists employing Principal- Agent (P-A) theory have posited that the fact of delegation defines a relationship between states (collective Principals) and international organizations (Agents) where recontracting threats are the predominant way states influence IOs. Developing a category of delegation to international Trustees, I argue that recontracting tools will be both harder to use and less effective at influencing the Trustees. Trustees are (1) selected because of their personal reputation or professional norms, (2) given independent authority to make decisions according to their best judgment or professional criteria, and (3) empowered to act on behalf of a beneficiary. These three factors account for the different politics between Principals and Trustees, a politics aimed at either keeping issues outside of the domain of the Trustee or at rhetorically engaging the Trustee's authority in an effort to persuade the common `beneficiary' whose loyalty and respect both States and the Trustee seek. In explaining why recontracting threats are not central to Principal-Trustee relations, the analysis bounds the realm in which we might expect P-A theory to apply, and provides a theoretical basis to question the `rational expectations' claim that ICs are tailoring their decisions to reflect the wishes of powerful states and avoid adverse recontracting
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2
ID:   167154


Principals’ leadership behaviours that shaped teachers’ motivation to implement an educational ICT reform imposed by state autho / Cohen, Gilat   Journal Article
Cohen, Gilat Journal Article
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Summary/Abstract This article seeks to shed light onto principals’ leadership perceptions and skills while leading their staff into implementing educational national reforms developed by state authorities in Israel. Semi-structured interviews were conducted with teachers and principals in five schools implementing the National Information and Communication Technologies Plan for the 21st Century. Teachers’ readiness and commitment to the reform were influenced by principals’ enthusiasm towards the reform vision and its potential contributions to the school; their ability to listen, provide support and individual feedback skills. Principals who made efforts to learn and use ICT skills were role models who inspired teachers’ motivation-transformational leadership.
Key Words Education  Israel  Leadership  ICT  Reform  Implementation 
Principal  Readiness For Change 
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