This dissertation explored how middle school Social Studies educators utilize their self-agency to support students' cultural narrative identity citizenship at various societal levels--community, state, national, and global. Through a qualitative method employing narrative inquiry design, the study investigated the experiences and insights of eight educators, highlighting the transformative potential of teacher self-agency in citizenship education. Key findings revealed that educators dismantle stereotypes and facilitate open discussions to foster cultural sensitivity and inclusivity while balancing standardized education. They emphasized the role of empathy, critical thinking, and adaptability amidst technological advancements, and underscored the balance between professional autonomy and external constraints, promoting continual learning and adaptation. The importance of this study lies in its demonstration of the critical role of teacher self-agency in shaping students' cultural narrative identity citizenship. By embracing self-agency, educators can create transformative learning experiences that prepare students to become informed, empathetic, and civically engaged citizens. The findings underscore the importance of adaptability, continuous professional growth, and the cultivation of inclusive and supportive classroom environments. This research contributes to the understanding of how educators can effectively navigate the complexities of modern education to foster student success and promote a more inclusive and dynamic educational landscape. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]