Appraise the Outcome of Nurses Led Intervention Concerning Impact of Imposter Syndrome among School Educators

Mrs. Mabil Jaison; Ms. Oshin Jamra; Ms. Pooja Dawar; Ms. Priyanka Chouhan

doi:10.36948/ijfmr.2024.v06i05.27609

Appraise the Outcome of Nurses Led Intervention Concerning Impact of Imposter Syndrome among School Educators

Author(s)	Mrs. Mabil Jaison, Ms. Oshin Jamra, Ms. Pooja Dawar, Ms. Priyanka Chouhan
Country	India
Abstract	Imposter syndrome, a term coined in the late 1970s by psychologists Pauline Clance and Suzanne Imes, refers to the persistent feeling of inadequacy and self-doubt despite evident accomplishments and success. It's a phenomenon that affects individuals across various demographics, from accomplished professionals to students and artists. At its core, imposter syndrome manifests as an internalized fear of being exposed as a fraud, despite external evidence suggesting competence. This psychological phenomenon often emerges in high-achieving individuals who struggle to internalize their accomplishments, attributing their success to luck or external factors rather than their own abilities. They may harbor a constant fear of being "found out," leading to stress, anxiety, and a pervasive sense of unworthiness. The aim of this study is to appraise the extensiveness of imposter syndrome among school educators and its impact on their self-esteem. Exploratory findings suggest that imposter syndrome is extensive among school educators, affecting both novice and experienced professionals. The observation 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.
Keywords	Imposter Syndrome, Self-Esteem, School Educators, Educational Psychology
Field	Medical / Pharmacy
Published In	Volume 6, Issue 5, September-October 2024
Published On	2024-09-28
Cite This	Appraise the Outcome of Nurses Led Intervention Concerning Impact of Imposter Syndrome among School Educators - Mrs. Mabil Jaison, Ms. Oshin Jamra, Ms. Pooja Dawar, Ms. Priyanka Chouhan - IJFMR Volume 6, Issue 5, September-October 2024. DOI 10.36948/ijfmr.2024.v06i05.27609
DOI	https://doi.org/10.36948/ijfmr.2024.v06i05.27609
Short DOI	https://doi.org/g59zws

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Appraise the Outcome of Nurses Led Intervention Concerning Impact of Imposter Syndrome among School Educators

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