Exploring the Influence of Coping Mechanisms to the Role of Social Support in Impostor Syndrome Experiences of Public Elementary Teachers: A Cross-sectional Study

Abstract

This research delved into the persistent issue of Impostor Syndrome (IS) among public elementary school teachers. The current study aimed to address gaps in existing literature, particularly within the realm of educational and industrial/organizational psychology. A total of 115 teachers were examined to gain insight into how social support and coping mechanisms related to their experiences with IS. The results highlighted a significant presence of IS among teachers, emphasizing the crucial roles played by social support and coping mechanisms. Interestingly, the study showed that the link between social support and IS was influenced by coping mechanisms, underlining the importance of personalized interventions. Additionally, the study recommended exploring factors such as organizational culture, self-efficacy, job autonomy, and goal orientations as potential predictors of IS. The practical implications of this research extended to teachers, schools, and administrators, underscoring the need for supportive environments and targeted interventions to address Impostor Syndrome’s impact. This study provided a strong foundation for future researchers, offering a detailed understanding of IS in the context of public elementary school education.