Even if school leader appraisal results successfully feed into a school leader’s professional development, opportunities for professional development may fail to support school leaders in the improvement of their leadership practices and behaviours and the development of their pedagogical leadership. School leaders in various OECD countries have often reported a feeling of inadequate preparation for their roles, a lack of continuous feedback on their performance, and a lack of opportunities for professional development (Pont et al., To give an example, the management of resources needs to be sufficiently aligned with pedagogical purposes to improve teaching and learning. However, school leaders in many contexts often lack adequate training opportunities to enable them to do so (Pont et al., The Czech Republic, for instance, passed new legislation in 2012 that changed the regulations for the dismissal of head teachers. While school organising bodies could previously only dismiss head teachers in the case of gross violations or their failure to fulfil their legal obligations, school organising bodies now decide on head teachers’ reappointment after a term of six years, as informed by the appraisal process (HE [Institute for Information on Education], 2011).