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Introduction

Teaching rests on knowledge, relationships and reflective judgment, yet many educators – especially when transitioning roles – wrestle with self-doubt. This is often linked to imposter syndrome, defined by Clance and Imes (1978) as the belief that success is unearned or temporary. It commonly appears as fear of exposure, attributing success to luck, and self-sabotage. Because it is context sensitive (Gottlieb, 2023), imposter syndrome can be especially acute in higher education, where intellectual authority is presumed (Bothello & Roulet, 2019).

This blog post explores how imposter syndrome emerged during my own transition from primary school teaching to higher education, drawing on autoethnographic reflections and research into professional identity formation.

Identity in flux

Professional identity is not fixed – it evolves through experience, context and social interaction. As Beijaard et al. (2004) suggest, identity is continuously constructed in response to changing roles and relationships. In the classroom, educators are constantly navigating who they are in relation to who they are expected to be. Moving from a confident primary practitioner into an unfamiliar academic space prompted a re-evaluation of legitimacy, knowledge and worth. I found myself asking: ‘Who am I in this role? And do I truly belong here?’ My autoethnographic study, based on four years of reflective journalling, revealed a persistent tension between emerging confidence tempered by lingering self-doubt.

Moments of doubt

Moments of doubt were times when I questioned my ability, usually arising during periods of uncertainty or when facing new experiences. Below, I outline standout moments of uncertainty that I encountered when I was new to the role.

Before one of my first lecturing sessions, a colleague’s offhand remark – ‘Are you looking over your notes?’ – triggered a wave of doubt, despite being well prepared. When introducing myself to new groups of students, I introduced myself with self-effacing humour: ‘I’ve a wee bit of theory and a wee bit of experience …’ – a phrase that, in hindsight, masked self-doubt rather than modesty – an attempt to protect myself from potential scrutiny by diminishing my own achievements. In one PGCE cohort, the presence of former colleagues as students heightened feelings of self-doubt – I feared they might perceive a disconnect between my previous classroom practice and the pedagogical messages I was now conveying in lectures. Early in my role, some students challenged my marking, questioning my decisions and asking for their work to be re-marked. Although I had taken a diligent approach to feedback, these encounters amplified the voice of imposter syndrome and made me aware that my inexperience might cause students to doubt my credibility. Ironically, this awareness made me especially meticulous, ensuring my assessments were fair, well reasoned and robust.

Reframing through reflection

‘Imposter syndrome isn’t a weakness. More often, it is the product of caring deeply, setting high standards, and finding your feet in new professional contexts.’

Reflections and realisations led me to challenge these internalised narratives and ultimately guided me towards undertaking this autoethnographic study. As part of theses reflections, I slowly learned to accept my vulnerability – to lean into the emotions, own the experiences, and embrace them as part of my journey as a teacher educator. Through this process, I began to interpret my experiences with greater compassion and perspective, recognising that feelings of imposterism are important dimensions of my professional narrative. As Zembylas (2003) reminds us, emotional self-awareness is a key part of identity formation, particularly during times of transition.

Conclusion
Imposter syndrome isn’t a weakness. More often, it is the product of caring deeply, setting high standards, and finding your feet in new professional contexts. It can loom large, but it doesn’t have to define us. Confidence – like professional identity – is something we build gradually, through experience, honest conversations and the courage to believe we belong.

Below are some recommendations for practitioners on a similar journey:

• Find a trusted mentor – someone who can offer perspective, encouragement and guidance.
• Engage in intentional reflection – journalling or talking with peers can help you acknowledge growth and reframe moments of doubt.
• Normalise feelings of imposter syndrome – imposter syndrome is common. Talking openly about it with colleagues reduces stigma and allows you to embrace feelings as part of professional growth.
• Build peer networks – strong, supportive colleagues can help bridge the gap between your self-perception and how others view your competence, helping you to see your strengths.
• Adopt a growth mindset – focus on progress and development rather than perfection. Avoid unhelpful comparisons with others and recognise that learning is continuous.
• Look after yourself – protect time for activities that bring you joy, balance and wellbeing.

Imposter syndrome is often a shared professional experience – and by supporting one another, we can foster a teacher education community that is both confident and compassionate.

References

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128.

Burr, V. (2015). Social constructionism. In J. Wright (Ed.), International encyclopedia of the social & behavioral sciences (pp. 222–227). Elsevier.

Clance, P. R. & Imes, S. (1978). The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention. Psychotherapy: Theory, Research & Practice, 15(3), 241–247.

Gottlieb, M. (2023). Imposter syndrome: What it is and how to cope. Harvard Health Blog.

Persky, A. M. (2018). Intellectual self-doubt and how to get out of it. American Journal of Pharmaceutical Education, 82(2), 86–87. Ìý

Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and teaching: Theory and practice, 9(3), 213–238.