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This paper aims to scrutinize and analyze the continuity and change in US foreign policy toward the Gulf region, with a comparison between the George W. Bush and Barack Obama administrations. Also, it explores the nature of the changes in US foreign policy toward the Gulf region to explain the factors that lead to change and when this change occurs. Policymakers were one of the most important factors that led to the occurrence of change in US policy. Therefore, the study also focuses on decision-makers as an engine of change in foreign policy. In this vein, the study seeks to answer the following question: what is the extent of continuity and change in US foreign policy toward the Gulf region under both Bush and Obama administrations?

The study seeks to answer its research question by using the rational choice approach. This approach explains that foreign policy does not change because of change of leadership. Therefore, this approach is suitable to study the research question.

The study reached several points of results, the most important of which are as follows: there is continuity within US foreign policy toward the Gulf countries under the two Bush and Obama administrations. Despite the difference of mechanisms of implementing this foreign policy under both administrations, the objectives of the US foreign policy are still constant and continuous. For example, although the events of September led to the occurrence of tensions between the USA and the Gulf region, the repercussions of the events of September were ostensible where the effects were confined to a change in tactical objectives. Also, successive American administrations have recognized the USA’s enduring and salient interests in the Gulf region.

The region is important as a source of US energy supplies as a strategic military base of operations and also as a site of US foreign policy influence through relationship with individual nations such as Saudi Arabia and the smaller states of the Gulf Cooperation Council.

This paper adds to the existing literature which charts the effects of US foreign policy on the Gulf region.

In an era of increased autonomy and accountability in education, school principals have been given the responsibility for many tasks that used to be centralized, such as hiring and managing personnel, ensuring that the curriculum is followed and that the development of the school is on the right path. In this study an exploration is attempted into the associations among institutional context, school leadership, school climate and student outcomes.

The authors analyze data from the Programme of International Student Assessment study 2015 to identify variations in institutional context (autonomy and accountability) among education systems to determine whether and how institutional context is associated with leadership and whether education systems, in turn, are associated with school climate and students' achievement in reading. To account for the hierarchical structure of the education systems under investigation, a three-level structural equation modeling (SEM) approach was employed to analyze the data gathered on the institutions, schools and students.

No association was found between the degree of autonomy of an education system and leadership behavior; however, accountability and leadership seemed to go together. Achievement in reading competencies was greater in school systems in which principals had more autonomy. At the school level, a relationship was found between leadership and opportunities for parental involvement.

The results of this study indicate the need of strong leadership in order to have better results when there is more accountability. In this sense, the authors' findings also point to the increased importance of context-sensitive leadership skills.