An Investigation of Impostor Phenomenon Among PK–12 Music Educators: A Two-Phase Cross-Sectional and Factor-Analytic Regression Study

Abstract

Although not formally recognized by medical diagnostic manuals like the DSM-5 or ICD-10, Impostor Phenomenon (IP) has attracted global research attention as a pattern characterized by high-achieving individuals’ persistent doubts about their accomplishments. This two-phase investigation examined IP among PK–12 music educators using the Jansen Impostor Phenomenon Short Scale–3 (IPSS-3). Phase 1 employed a cross-sectional design to test differences across demographic and professional variables among 564 participants. Significant effects were found for grade level (p < .05), gender identity (p < .05), and years of teaching experience (p < .001), with higher IPSS-3 scores among secondary and noncisgender educators and those with fewer than 20 years of experience. Phase 2 used exploratory factor analysis and multiple regression to identify associations among psychological factors and significant variables identified in Phase 1. Three factors emerged from the authors’ Eleven Statements Questionnaire, including Self-Doubt and Perfectionism, External Attribution and Environmental Pressure, and Early Comparison and Family Expectations, collectively explaining 57.7% of variance. These factors together with years of experience, gender identity, and grade level accounted for 52% of overall IPSS-3 total scores. Findings suggest that IP among PK–12 music educators is driven primarily by cognitive, environmental, and developmental influences rather than fixed demographic and professional variables.