The Czech education system as in many European particularly post-socialist countries enable students tracking to selective and non-selective classes according to their abilities and school assessment (Gamoran, 2010). Distribution of students in the Czech republic is devided into tracking and ability grouping. Tracking means teaching groups of homogeneous students with similar students results,  while ability grouping instructing heterogeneous groups of students. Students placed in lower tracks (non-selective classes) ultimately achieve less than students of similar aptitude who are placed in academic programs or untracked classes. Low track often consists of students with worse family backgrounds and consequently with worse results in school (Oakes, 2008). Researchers observe increasing number of students with low skills and low knowledge, which suggests unequal conditions in education for certain students. Teacher interaction with students in lower-tracks classes is less motivating and less supportive and also less demanding on higher-order reasoning and responses. For understanding uneven educational system, we shall examine what teachers are in distinct classes and according to what criteria they are allocated by principals to classes. Researches indicate teachers unequal access to high and low track. More experienced teachers are assigned to high track with faster pace and better goals (Darling-Hammond, 1997). The study focuses on principals' approach to assigning teachers to classes based on their quality it also clarifies how teachers perceive their assignment. Tracking in the Czech education system begins much earlier compared with the other countries in Europe, for example Netherlands, Belgium, Germany (Walterová, 2009).

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