In such systems, school leaders may be hesitant to take responsibility for pedagogical leadership (Pont et al., The Country Background Reports of some of the countries participating in the OECD Review of Evaluation and Assessment Frameworks for Improving School Outcomes equally stressed challenges for school leaders to move towards a focus on pedagogical leadership practices and behaviours. Instead, most of their work is often of an administrative, management or budgetary nature. Despite a high degree of autonomy to manage teachers, many Czech head teachers lack preparation for their responsibilities, particularly in the area of leading teaching and learning.