This study developed a grounded theory model describing how principals manage feedback on their leadership. Our research was conducted through interviews with 12 principals and led to the identification of three distinct phases. In Phase I, 'Feedback Collection', principals choose between formal and informal feedback methods, decide the scope of teacher involvement, and determine the anonymity of responses. Phase II, 'Reflection', involves principals' initial reactions, deliberation through contemplation, debriefing, emotional processing, and validation of the feedback, culminating in a decision to act or not. Phase III, 'Implementation', sees principals either taking action through planning and goal-setting, communicating these plans, and enacting changes, or opting for inaction but considering its communication. This cycle is iterative as principals continuously seek new feedback. We suggest using a visual model to represent this feedback process, thereby enhancing the intentionality of the practice. Integrating feedback systems into evaluation frameworks is recommended to support principal development and professional growth. Further research should explore the impact of these feedback processes on teacher perceptions, job satisfaction, and principals' views on feedback gathering and reflection.