Headteachers' overall responsibilities for the school, its staff, its pupils and quality of the school education have been rediscovered and broadened in recent years. The quality of education in school lies in the hands of headteacher but widened responsibilities leave them little time for focusing on pedagogical leadership tasks. Thus, a study of the development of pedagogical leadership in Czech schools providing compulsory education seems of current interest. The main aims of this study are exploring the concepts of pedagogical leadership, its dimensions from different perspectives, and the factors influencing it in educational practice. The researcher adopted a qualitative paradigm, and collected data through semi-structured interview and written interview. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the development of pedagogical leadership. Based on the data collected, the researcher summarized the current situation of pedagogical leadership in selected Czech schools, and outlined the characteristics of pedagogical leadership from different perspectives. The dimensions of pedagogical leadership, the characteristics of the good actors in pedagogical leadership and the challenges faced by the development of pedagogical leadership were elaborated. Having illustrated the current situation of pedagogical leadership in selected schools. Barriers and facilitators which were found in the two coding paradigms of PL have been summarized. The barriers included: (1) financial limitation of school, (2) conflicts between various roles, (3) low social recognition of teacher's profession, (4) massive administrative work, (4) teacher retention and recruitment. The facilitators comprised: (1) appreciation of the teaching profession, (2) supportive management team, (3) supports from family, (4) supportive pedagogical leader. In the final part, recommendations have been proposed, including: (1) to offer training for different stages of school leaders, (2) to improve the diversity of implementation of pedagogical leadership.Headteachers' overall responsibilities for the school, its staff, its pupils and quality of the school education have been rediscovered and broadened in recent years. The quality of education in school lies in the hands of headteacher but widened responsibilities leave them little time for focusing on pedagogical leadership tasks. Thus, a study of the development of pedagogical leadership in Czech schools providing compulsory education seems of current interest. The main aims of this study are exploring the concepts of pedagogical leadership, its dimensions from different perspectives, and the factors influencing it in educational practice. The researcher adopted a qualitative paradigm, and collected data through semi-structured interview and written interview. Grounded theory approach was applied to analyze the qualitative data, and to develop theories that can further interpret the reality and offer new insights into the development of pedagogical leadership. Based on the data collected, the researcher summarized the current situation of pedagogical leadership in selected Czech schools, and outlined the characteristics of pedagogical leadership from different perspectives. The dimensions of pedagogical leadership, the characteristics of the good actors in pedagogical leadership and the challenges faced by the development of pedagogical leadership were elaborated. Having illustrated the current situation of pedagogical leadership in selected schools. Barriers and facilitators which were found in the two coding paradigms of PL have been summarized. The barriers included: (1) financial limitation of school, (2) conflicts between various roles, (3) low social recognition of teacher's profession, (4) massive administrative work, (4) teacher retention and recruitment. The facilitators comprised: (1) appreciation of the teaching profession, (2) supportive management team, (3) supports from family, (4) supportive pedagogical leader. In the final part, recommendations have been proposed, including: (1) to offer training for different stages of school leaders, (2) to improve the diversity of implementation of pedagogical leadership.