Followership has become more relevant to scholars over the last few decades, and these scholars' work has led to a deeper understanding of followership in many contexts; however, there is a paucity of literature on followership concerning education. Therefore, this study aimed to add to existing knowledge in this field. This study examined how teachers construct their roles and how schema and environmental factors influence followership in school settings. As revealed bysemi-structured interviews, interactions with colleagues, professional identity, school culture, and external influences shape how teachers construct their roles. Furthermore, the pandemic and culture war on education, as well as self, cultural, and social identity schemas, have significantly impacted teacher followership. Based on these findings, several measures that school leaders can adopt to foster effective followership among their teachers have been suggested. [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://www.proquest.com/en-US/products/dissertations/individuals.shtml.]