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A Cross-Cultural Consideration of Teacher Leaders’ Narratives of Power, Agency, and School Culture: England, Jamaica, and the United States Book Review

Education is a fundamental right in the 21st century (International Commission on the Futures of Education, 2021). For education to serve its purpose in preparing students for future endeavors, we need teachers who can be trusted to guide them. In many societies around the world, however, the teaching profession is held in lower esteem than other professions (Fullan et al., 2015; Leana, 2011; Saltman, 2014). Teachers are not afforded the deference other professionals receive. As such, their voices are silenced in favor of those perceived as more capable of making decisions that affect education (Fullan et al., 2015). The guides of societies are thus left weakened and unable to meet their full potential in creating educational contexts where all stakeholders thrive.