Are you familiar with imposter syndrome? Those feelings of inadequacy that can wreak havoc with music teacher frame of mind. The sense that “I’m not good enough” or “I don’t really know what I’m doing” can be paralyzing, even in the face of real achievements and credentials. Within music teaching, where expectations of expertise are high and many factors influence students’ progress, imposter syndrome can quietly undermine music teacher confidence. It doesn’t matter if we’ve taught for two years or twenty—those internal questions about legitimacy and value can persist, often fuelled by the unrealistic belief that “competent” teachers always know what to do.
So what can music teachers do?
Something I always want to acknowledge is that teachers don’t come with all the answers. But that’s not a deficiency. That’s a reality. We create successful learning environments for our students by passing on what we can and by giving ourselves permission to grow, to ask questions, and to involve others in solving problems. Our strength lies not in trying to be infallible, but in modelling curiosity, flexibility, and collaboration.
One of our greatest resources is our students - that community of living, thinking, curious individuals we interact with every week. Our students have their own thought processes and life experiences to draw from. They’re not merely blank slates waiting to be filled up. They have their own resources for knowing the world around them and for creating successful outcomes. Tapping into what students have to offer is an absolute must-have for effective teaching.
And of course, we recognize the immense value of continually embracing learning processes for ourselves. We know that students don’t need perfect teachers - they need reflective ones. Teachers who are willing to reach out, get advice, do the research, test things out, try other solutions, reflect on what’s going on, think things through, and repeat. In doing so, we shift the focus from being “right” to being responsive —from knowing everything to nurturing evolving musical experiences.
Have you ever experienced feelings of imposter syndrome? The pressures of perfectionism? What about self-doubt as a result of comparison with others?
Rather than measuring our worth by how much we know, I hope this blog can provide gentle encouragement for music teachers to trust in who we are and what we bring to each lesson. Rather than measuring our worth by how much we know, wouldn’t it be wonderful to move away from teaching as performance perfection and embrace teaching as conversations to be cultivated.
When it comes to loosening the grip of imposter syndrome, I appreciate how personal connections, care, and reflection will keep things going. Teacher confidence doesn’t come from always being right, it comes from being willing to learn, adapt, and keep showing up. And in the end, what we have to offer as authentic real life individuals is much more valuable than perfection could provide.
