The Impact of Imposter Syndrome in Teaching Professionals and their Job Satisfaction

This study explores the connection between Imposter Syndrome (IS) and job satisfaction among teaching professionals. Imposter Syndrome, which involves persistent self-doubt and a sense of inadequacy despite clear evidence of competence, is commonly observed in high-pressure professions like teaching. The research aims to investigate how IS affects teachers’ satisfaction with their work. A total of 170 teaching professionals (N = 170) participated in the study, completing established scales for assessing Imposter Syndrome (Clance Impostor Phenomenon Scale – CIPS) and job satisfaction (Job Satisfaction Index – JSI). Findings revealed a mean IS score of 54.94 (SD = 15.55), with participants’ scores ranging from 26 to 90, highlighting a wide range of IS experiences. The mean job satisfaction score was 117.41 (SD = 9.86), with a range of 91 to 140, indicating relatively high satisfaction levels among the sample group. Notably, the analysis identified a significant positive correlation between Imposter Syndrome and job satisfaction (rs = 0.552, p < 0.01). This suggests that higher levels of IS are associated with increased job satisfaction among teachers. The results challenge common assumptions about IS being predominantly detrimental, instead highlighting a potential relationship where IS may foster stronger professional engagement or motivation, leading to higher job satisfaction in certain contexts.