The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support
