O Fenômeno Impostor em servidoras técnico administrativas: um estudo em uma universidade federal

Abstract

The work of Technical Administrative Servers in Education (TAEs) is crucial for supporting teaching, research, outreach, and management activities at Higher Education Institutions (HEIs). In this context, it is pertinent to highlight the Impostor Phenomenon (IP), defined in the literature by the difficulty in internalizing achievements, the self-perception of unworthiness, and the tendency to attribute successes to external factors. This study aimed to investigate how the IP manifests itself among TAEs at a federal public university, analyzing factors that influence their professional experiences and possible coping strategies. To this end, a qualitative and quantitative approach was adopted, applying the Clance Impostor Phenomenon Scale (CIPS) to 169 participants, including open-ended questions that allowed for in-depth exploration of social, psychological, professional, and cultural dimensions. The quantitative results revealed that 75% of respondents experienced some level of FI, with 34% experiencing it moderately, 32% frequently, and 9% intensely. This means that over 40% experience pronounced impostor feelings. Qualitative analysis highlighted elements such as heightened self-criticism, fear of evaluation, difficulty accepting praise, attributing success to luck, and the perception that institutional recognition could increase motivation at work. It was also observed that younger women and those without management positions or rewarding roles tend to be more vulnerable to FI. Based on the findings, a Recommendations Guide was developed, presented as a Technical-Technological Product, linked to PROFIAP, structured around three axes: prevention, recognition, and confrontation, with practical suggestions for people management focused on symbolic appreciation, well-being, and the creation of healthier and more equitable work environments. Thus, the research contributes to the advancement of knowledge about FI in the public service and to the development of institutional policies that value female skills, helping to reduce the psychological and organizational impacts associated with the phenomenon.