Abstract Book of the 9th International Conference on Research in Education
Year: 2025
DOI:
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The Impostor Phenomenon Among Female High School Principals: A Mixed Methods Study
Dr. Daphne Moriel de Cedeño
ABSTRACT:
This mixed-methods sequential study examined the feelings, thoughts, critical incidents, and coping strategies of female high school principals experiencing the impostor phenomenon. A hierarchical multiple regression analysis found that demographic factors such as years of experience as a high school principal, age, percentage of female principals in the district, race/ethnicity, marital status, mentorship status, and community type were not statistically significant predictors of impostor phenomenon levels. Interviews were conducted with 18 female high school principals from diverse backgrounds and varying experiences with the impostor phenomenon. Using interpretative phenomenological analysis, seven key themes, each with subthemes, emerged: Childhood Socialization: Subthemes included gender roles, familial support, and early experiences of exclusion. Transitional Uncertainty: Subthemes included hiring self-doubt, school politics, and the pressure of school turnaround efforts.
The Principalship: Subthemes included relational leadership, constant pressure, and the isolation of the role. Critical Incidents of the Impostor Phenomenon: Subthemes included lack of experience, external criticism, and self-doubt. Gender Issues: Subthemes included working in a male-dominated role, emotional capacity, and physical appearance. Coping Strategies: Subthemes included mentorship and peer support, family support, and self-talk. Overcoming the Impostor Phenomenon: Subthemes included demonstrated success, confidence in dismissing criticism, navigating controversy, and the role of religion or spirituality. The findings suggest that mentorship, role models, familial support, and self-confidence development can mitigate the impostor phenomenon’s negative effects. It is recommended that
educational leadership preparation programs address the impostor phenomenon, normalize self-perception during career transitions, and provide strategies to manage self-doubt as leaders advance in their careers.
keywords: educational leadership, education administration, female leadership, impostor phenomenon