Developing a followership identity: a grounded theory

Purpose While leadership identity development is well theorized, we lack understanding of how individuals develop followership identity. This study investigates followership identity development (FID) as a distinct developmental trajectory. Design/methodology/approach Using constructivist grounded theory methodology parallel to Komives, Owen, Longerbeam, Mainella, and Osteen’s (2005) leadership identity development study, we conducted semi-structured interviews with 16 undergraduate students nominated for team membership excellence. Analysis employed initial, focused and theoretical coding with constant comparative methods to identify patterns, themes and developmental progressions. Findings Analysis revealed three major themes (shaping influences, evolving dynamics and motivation and identity) and a six-stage model progressing from pre-team awareness through adaptive followership. The model demonstrates that followership identity involves distinct psychological work: transforming culturally devalued positioning into integrated identity, developing co-production beliefs and cultivating comfort managing up. Conceptual alignment with Kaufman and Oyedare (2025) followership discourses framework suggests the FID stages capture patterns observable across independent research programs, while self-efficacy constructs (Zeng, Xu, & Zhao, 2023) and risk navigation (Larsson & Nielsen, 2021) offer language for interpreting developmental transitions. Research limitations/implications Focus on high-performing undergraduates at one institution provides rich developmental insights but limits generalizability. Future research should examine FID across diverse populations and contexts. Practical implications The model enables educators to design developmentally appropriate interventions, including scaffolded curricula addressing stage-specific challenges and integrated leader–follower programs recognizing both as legitimate trajectories. Originality/value This study provides the first empirically derived, stage-based model of FID, addressing a significant theoretical gap while offering practical guidance for leadership educators.