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Abstract: The problem of pedagogical leadership is more and more actualized at the present time. The teacher must turn into a pedagogical leader capable of developing in students the desire for self-management, the ability to self-improvement, and self-leadership. The system of professional personality traits of a secondary school teacher, which determines the results of his teaching and educational activities that would make it possible to identify him as a teacher-leader, has not been revealed by research in domestic and foreign pedagogy until now. These questions are the purpose of our study. Studies of the public consciousness of students to identify the essence, forms and characteristics of the manifestation of pedagogical leadership were carried out among 357 students of Ekaterinburg, Pervouralsk and Verkhnyaya Pyshma. For example, research has revealed trends in the public consciousness of secondary school graduates. Significant differences in the professional and pedagogical qualities of teacher leaders and ordinary teachers were identified. For example, compared to ordinary teachers, teachers-leaders are more likely to be 7 times more likely to know “perfectly their subject at the level of knowledge, skills and abilities that are relevant to modern public and private life”. They form “students’ desire for systematic work, discipline and the manifestation of will” 4 times more often. The probability of learning for stable excellent results in a secondary general education school is more than 2 times higher among students who have been taught by teacher-leaders than among students of “ordinary” teachers. Teachers-leaders of secondary educational organizations are a noticeable phenomenon in the domestic education system is noted in the article. On the other hand, pedagogical leaders influence only one fifth of the student audience, which is insufficient for a significant manifestation of their social and pedagogical significance in the face of various challenges facing Russian society.