The purpose of this quantitative correlational study was to determine if, or to what extent, the soft skills of a principal, as perceived by their teachers, can predict a positive school climate at the middle school level in a large Independent School District (ISD) in southeast Texas. The theoretical constructs of attribution and emotional intelligence are the foundation of this study. A convenience sample of 100 school teachers from five middle schools answered the Principal's Observable Soft Skills Survey (POSSS). The guiding research question addressed the relationship between teacher perceptions of the principals' soft skill set of communication, empathy, trustworthiness, and problem-solving and a positive school climate. Results of a multiple linear regression analysis indicated that a strong positive correlation exists between the collective set of soft skills (r = 0.600, p < 0.05) and school climate. Additional results indicated that a strong positive correlation exists between the individual soft skills of communication (r = 0.565, p < 0.05), empathy (r = 0.533, p < 0.05), and trustworthiness (r = 0.587, p < 0.05), as well as a small positive correlation between the individual soft skill of problem-solving (r = 0.132, p < 0.05) and school climate. It was concluded that the principal's soft skill set of communication, empathy, problem-solving, and trustworthiness significantly predicted the outcome of a positive school climate. Principals can use this information to develop their individual proficiency by concentrating on areas of deficiency and enhancing those that are robust. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]