The purpose of this study was to determine from successful middle school principals what significant or key life events seem to have made a difference in the manner in which the principals work and lead their schools. A similar study of executives in business, conducted by the Center for Creative Leadership, was utilized as a model for this study.

The research included interviews with six successful middle school principals in the Commonwealth of Virginia. The six principals were identified using a reputational selection procedure with professors, association executives and state department of education officials serving as the nominators. The criteria for selection was that these middle school principals fit the nominating individuals' perceptions of a successful principal. The six principals were interviewed to gather data on significant life events and the lessons learned from these events. Five of the principals were interviewed in the work setting. The interviews were recorded. The questions asked in the interviews were sent to the subjects two weeks before their scheduled interviews. A software package, The Ethnograph, was utilized to assist with the coding and analysis process. Two assistants to the researcher analyzed the data independently. The researcher and these assistants determined the event categories and the lessons learned from these events.

The research was based upon the belief that there is a missing "piece" to the body of knowledge regarding effective school leadership. The research has shown that the principal is crucial to the success of a school. The literature speaks to academic preparation programs, training, mentorship and other factors, but does not address the impact of life events on the work of school administrators.

There were nine event themes and twenty lesson categories identified through this study. The results indicated that the middle school principals attributed their success mainly to job-related experiences, role models and colleagues, and personal (non-job) influences, although conferences and divine intervention were also noted as being Significant. Academic preparation programs and training were not considered to have made a difference in the manner in which these successful principals lead their schools.