Imposter Syndrome and Self Esteem among School Educators: A Review Study

Abstract

This review study explores the relationship between imposter syndrome and self-esteem among school educators. Imposter syndrome is a psychological phenomenon characterized by persistent feelings of inadequacy, self-doubt, and fear of being exposed as a fraud, despite evidence of competence and accomplishments. Self-esteem, on the other hand, refers to an individual’s overall evaluation of their self-worth and self-perception. The aim of this study is to examine the prevalence of imposter syndrome among school educators and its impact on their self-esteem. Preliminary findings suggest that imposter syndrome is prevalent among school educators, affecting both novice and experienced professionals. The experience of imposter syndrome negatively influences educators’ self-esteem, leading to reduced job satisfaction, burnout, and decreased performance. Several contributing factors were identified, including high expectations, social comparison, perfectionism, and lack of recognition or support. Based on the findings, this review study highlights the need for increased awareness and support systems within educational institutions to address imposter syndrome among educators. Effective interventions, such as mentoring programs, professional development opportunities, and promoting a culture of psychological safety, can help mitigate the negative impact of imposter syndrome on self-esteem and enhance educators’ overall well-being.