<p><b>Professor Kenneth Leithwood</b></p><p><b>University of Toronto, Canada</b></p><p>The 12 chapters in this book offer rich, evidence-informed perspectives on the meaning and manifestation of teacher leadership across a wide array of international contexts. The book should be required reading for anyone with school improvement aspirations.</p><p><b>Professor Yin Cheong Cheng</b></p><p><b>The Education University of Hong Kong</b></p><p>“Responding to impacts of increasing global and local challenges such as technological advances, economic transformations, paradigm shifts in education, and social demands for developments, the expected roles and functions of teachers have been largely expanded and changed in the past decades. But, unfortunately how teacher leadership can contribute to school functioning, professional practices, policy formulation and educational research is still a hot controversial issue to teachers, leaders and researchers. This timely book is one of the very few worldwide publications which can fill the existing knowledge gaps in the areas of teacher leadership and management, with multiple approaches and comprehensive international perspectives. Congratulations to the editors and authors.”</p><p><b>Professor Pamela Angelle</b></p><p><b>The University of Tennessee, Knoxville</b></p><p>Teacher leadership has emerged in recent literature as a critical component in bringing about school reform in educational institutions throughout the world. Whether formal or informal, at the micro level or the macro level, the influence and knowledge of teacher leaders are increasingly placed as significant to school success. Peng Liu and Lei Mee Thien have assembled an array of international perspectives of teacher leadership, including systemic, programmatic, and individual roles, to offer an all-encompassing look at teacher leadership. For scholars of school change, school improvement, and systemic reform, as well as teacher leadership, this book will be one that is turned to again and again.</p>